Components of phonological awarenessTorleiv H�ien, Ingvar Lundberg, Keith E. Stanovich, Inger‐Kristin Bjaalid1995-06-01articleReading and Writing328 citationsclosedNo readable copy stored yet — this record is metadata only.Reading and Literacy DevelopmentPhonetics and Phonology ResearchLanguage Development and DisordersAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 328 citations exist upstream.References1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection1990Beginning to read: thinking and learning about print1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1985Reading Research Advances in Theory and Practice1991Phonological skills and learning to read1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.Cited by2002Phonology, reading development, and dyslexia: A cross-linguistic perspective2000Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework2004Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure2003Cognition in the hearing impaired and deaf as a bridge between signal and dialogue: a framework and a model2003Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness2010Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study1997Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills1998Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read