Tímarit um menntarannsóknir - 01.01.2004, Síða 196

194
Lundberg, I., Frost, J. & Petersen, O.-P.
(1988). Effects of an extensive program
for stimulating phonological awareness
in preschool children. Reading Research
Quarterly, 33, 263-284.
McGuinness, D., McGuinness, C. &
Donohue, J. (1995). Phonological training
and the alphabet principle: Evidence for
reciprocal causality. Reading Research
Quarterly, 30, 830-852.
Morais, J. (1991). Phonological awareness:
A bridge between language and literacy.
í D. J. Sawyer & B. J. Fox (ritstj.),
Phonological awareness in reading. The
evolution ofcurrent perspectives (bls. 31-
71). New York: Springer-Verlag.
Petersen, O.-P. (1989). Lærerfaktorens
betydning for indskolingen pá
baggrund af erfaringer fra forspgs-
og udviklingsarbejdet pá Bornholm.
Fyrirlestur fluttur á Fredensborgarráð-
stefnunni, 28. - 30. sept. / Undervisnings-
ministeriets Hvidbog (Skýrsla frá danska
menntamálaráðuneytinu) (bls. 81-87),
Kaupmannahöfn, Danmörku.
Schneider, W., Kuspert, P., Roth, E., Vise, M.
& Marx, H. (1997). Short- and long-term
effects of training phonological awareness
in kindergarten: Evidence from two
German studies. Journal of Experimental
Child Psychology, 66, 311-340.
Schneider, W., Roth, E. & Ennemoser, M.
(2000). Training phonological skills
and letter knowledge in children at risk
for dyslexia: A comparison of three
kindergarten intervention programs.
Journal of Educational Psychology, 92,
284-295.
Stanovich, K. E. (1986). Matthew effects
in reading: Some consequences of
individual differences in the acquisition
of literacy. Reading Research Quarterly,
21, 360-407.
Wagner, R. K., Torgesen, J. K. & Rashotte,
C. A. (1994). Development of reading-
related phonological processing abilities:
New evidence of bidirectional causality
from a latent variable longitudinal study.
Developmental Psychology, 30, 73-87.
Tímarit um menntarannsóknir, 1. árgangur 2004