Literatur
(1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403– 414.
(2001). Ehri, L., Nunes, S., Willows, D., Schuster, B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250– 287.
(2008). Hören, lauschen, lernen – Sprachspiele für Vorschulkinder. (6. Auflage). Göttingen: Vandenhoeck & Ruprecht.
(2004). Hören, Lauschen, Lernen 2 – Sprachspiele mit Buchstaben und Lauten für Kinder im Vorschulalter. Göttingen: Vandenhoeck & Ruprecht.
(2009). The development of reading and spelling: relevant precursors, developmental changes, and individual differences. In W. Schneider & M. Bullock (Eds.). Human development from early childhood to early adulthood. Findings from a 20 year longitudinal study. (pp. 199 – 220). New York: Psychology Press.
(1989). The Bielefeld longitudinal study on early identification of risks in learning to write and read: Theoretical background and first results.. In M. Brambring, F. Lösel & H. Skowronek(Eds.), Children at risk: Assessment, longitudinal research and intervention (pp. 268 – 295). New York: De Gruyter.