References
- 권유안, & 남기춘 (2011). 한글 음절 이웃 효과에서 한자어 형태소의 영향: 표기 및 음운 이웃과 한자어 이웃과의 관련성 중심으로. 한국심리학회지: 인지 및 생물, 23(3), 301-319.
- 권유안, 조혜숙, 김충명, & 남기춘 (2006). 한국어 시각단어재인에서 나타나는 이웃효과. 말소리, 60(0), 29-45.
- 김선미, & 남기춘 (2010). 음운 현상과 연속 발화에서의 단어인지-종성중화 작용을 중심으로. 말소리와 음성과학, 2(2), 17-25.
- 남기춘, 서광준, 최기선, 이경인, 김태훈, & 이만영 (1997). 한글 단어 재인에서의 단어 길이 효과. 한국심리학회지: 인지 및 생물, 9(2), 1-18.
- 박권생 (1996). 한글 단어 재인 과정에서 음운부호의 역할. 한국심리학회지: 인지 및 생물, 8(1), 25-44.
- 박현수, & 이만영 (2004). 한국어 모어 화자의 음절에 의한 말소리 분절. 한국심리학회지: 인지 및 생물, 16(3), 261-283.
- 배성봉, & 이광오 (2010). 한국어 단어 재인에서 표기 음절과 음운 음절의 처리. 한국심리학회지: 인지 및 생물, 22(3), 369-385.
- 이광오 (1996). 한글 글자열의 음독과 음운규칙. 한국심리학회지: 인지 및 생물, 8(1), 1-23.
- 이광오, & 박현수 (1997). 음성지각과정에서 음절의 역할과 기절음절의 복원. 한국심리학회지: 인지 및 생물, 9(1), 73-94.
- 이윤형, 여명선, & 남기춘 (2001). 한국인에게서 보이는 영어 단어 길이와 규칙성 효과. 이중언어학, 18(단일호), 215-234.
- 이윤형, 이재욱, 황유미, 정유진, & 남기춘 (2000). 한국인의 영어단어 재인 과정: 단어 규칙성 효과를 중심으로. 외국어교육, 7(1), 25-44.
- 조증열, & 이강은 (2004). 초등학생의 한국어 음운처리 기술이 영어 읽기와 어휘력에 미치는 영향. 한국심리학회지: 발달, 17(4), 145-157.
- Adams, M. J. (1994). Chapter 6 Analyzing the Reading Process. Orthographic Processing. Beginning to read: Thinking and learning about print (pp.107-136).: MIT press.
- Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology, 38(1), 114-133. https://doi.org/10.1016/0022-0965(84)90022-5
- Besner, D., & Johnston, J. C. (1989). Reading and the mental lexicon: On the uptake of visual information. In w. Marslen-Wilson (ed.), Lexocal representation and process (pp. 291-316). Cambridge, MA: MIT Press
- Blevins, J., & Goldsmith, J. (1995). The syllable in phonological theory. In J. A. Goldsmith (Ed.), The handbook of phonological theory (pp.206-244). Cambridge: Blackwell.
- Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. (International Academy for Research in Learning Disabilities Monograph Series No. 1). Ann Arbor: University of Michigan Press
- Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature. 271, 746-747. https://doi.org/10.1038/271746a0
- Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 310, 419-421.
- Bruyer, R., & Brysbaert, M. (2011). Combining speed and accuracy in cognitive psychology: is the inverse efficiency score (IES) a better dependent variable than the mean reaction time (RT) and the percentage of errors (PE)?. Psychologica Belgica, (51), 5-13.
- Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental psychology, 26(3), 429-438. https://doi.org/10.1037/0012-1649.26.3.429
- Cardoso-Martins, C. (1994). Rhyme perception: Global or analytical? Journal of Experimental Child Psychology, 57(1), 26-41. https://doi.org/10.1006/jecp.1994.1002
- Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111. https://doi.org/10.1016/S0010-0277(03)00164-1
- Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp.151-216). London: Academic Press.
- Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological review, 100(4), 589-608. https://doi.org/10.1037/0033-295X.100.4.589
- Coltheart, M., & Rastle, K. (1994). Serial processing in reading aloud: evidence for dual-route models of reading. Journal of Experimental Psychology: human perception and performance, 20(6), 1197-1211. https://doi.org/10.1037/0096-1523.20.6.1197
- Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological review, 108(1), 204-256. https://doi.org/10.1037/0033-295X.108.1.204
- Cortese, M. J., & Simpson, G. B. (2000). Regularity effects in word naming: What are they? Memory & Cognition, 28(8), 1269-1276. https://doi.org/10.3758/BF03211827
- Costa, A., Colome, A., Gomez, O., & Sebastian-Galles, N. (2003). Another look at cross-language competition in bilingual speech production: Lexical and phonological factors. Bilingualism: Language and Cognition, 6(03), 167-179. https://doi.org/10.1017/S1366728903001111
- D'angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22(04), 479-507.
- de Groot, A. M., Borgwaldt, S., Bos, M., & van den Eijnden, E. (2002). Lexical decision and word naming in bilinguals: Language effects and task effects. Journal of Memory and Language, 47(1), 91-124. https://doi.org/10.1006/jmla.2001.2840
- Dijkstra, T., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(03), 175-197.
- Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1(04), 371-385. https://doi.org/10.1017/S0142716400009802
- Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: human perception and performance, 5(4), 674-691. https://doi.org/10.1037/0096-1523.5.4.674
- Gollan, T. H., Forster, K. I., & Frost, R. (1997). Translation priming with different scripts: Masked priming with cognates and noncognates in Hebrew-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(5), 1122-1139. https://doi.org/10.1037/0278-7393.23.5.1122
- Goswami, U. (1993). Phonological skills and learning to read. Annals of the New York Academy of Sciences, 682(1), 296-311. https://doi.org/10.1111/j.1749-6632.1993.tb22977.x
- Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171-188. https://doi.org/10.1007/BF01027184
- Hue, C.-W. (1992). Recognition processes in character naming. Advances in psychology, 90, 93-107. https://doi.org/10.1016/S0166-4115(08)61888-9
- Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. J. (2007). Paired-associate learning, phoneme awareness, and learning to read. Journal of experimental child psychology, 96(2), 150-166. https://doi.org/10.1016/j.jecp.2006.09.002
- Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of experimental child psychology, 82(1), 2-28. https://doi.org/10.1006/jecp.2002.2670
- Jared, D. (1997). Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language, 36(4), 505-529. https://doi.org/10.1006/jmla.1997.2496
- Jared, D. (2002). Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language, 46(4), 723-750. https://doi.org/10.1006/jmla.2001.2827
- Jared, D., & Kroll, J. F. (2001a). Cognitive processes bilingual reading. Indyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link, 262-280.
- Jared, D., & Kroll, J. F. (2001b). Do bilinguals activate phonological representations in one or both of their languages when naming words? Journal of Memory and Language, 44(1), 2-31. https://doi.org/10.1006/jmla.2000.2747
- Jared, D., McRae, K., & Seidenberg, M. S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29(6), 687-715. https://doi.org/10.1016/0749-596X(90)90044-Z
- Jared, D., & Seidenberg, M. S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: human perception and performance, 16(1), 92-105. https://doi.org/10.1037/0096-1523.16.1.92
- Jouravlev, O., Lupker, S. J., & Jared, D. (2014). Cross-language phonological activation: Evidence from masked onset priming and ERPs. Brain and language, 134, 11-22. https://doi.org/10.1016/j.bandl.2014.04.003
- Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of educational psychology, 78(4), 243. https://doi.org/10.1037/0022-0663.78.4.243
- Kang, J., Kim, S., & Nam, K. (2012). The Effects of Syllable Boundary Ambiguity on Spoken Word Recognition in Korean Continuous Speech. KSII Transactions on Internet and Information Systems (TIIS), 6(11), 2800-2812. https://doi.org/10.3837/tiis.2012.10.003
- Katz, L., Brancazio, L., Irwin, J., Katz, S., Magnuson, J., & Whalen, D. (2012). What lexical decision and naming tell us about reading. Reading and Writing, 25(6), 1259-1282. https://doi.org/10.1007/s11145-011-9316-9
- Kureta, Y., Fushimi, T., & Tatsumi, I. F. (2006). The functional unit in phonological encoding: Evidence for moraic representation in native Japanese speakers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1102. https://doi.org/10.1037/0278-7393.32.5.1102
- Lin, C.-H., & Collins, P. (2012). The effects of L1 and orthographic regularity and consistency in naming Chinese characters. Reading and Writing, 25(7), 1747-1767. https://doi.org/10.1007/s11145-011-9340-9
- Melby-Lervag, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322-352. https://doi.org/10.1037/a0026744
- Morais, J., Cluytens, M., & Alegria, J. (1984). Segmentation abilities of dyslexics and normal readers. Perceptual and Motor Skills, 58(1), 221-222. https://doi.org/10.2466/pms.1984.58.1.221
- Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental psychology, 40(5), 665-681. https://doi.org/10.1037/0012-1649.40.5.665
- Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of experimental child psychology, 71(1), 3-27. https://doi.org/10.1006/jecp.1998.2453
- Nakayama, M., Sears, C. R., Hino, Y., & Lupker, S. J. (2012). Cross-script phonological priming for Japanese-English bilinguals: Evidence for integrated phonological representations. Language and Cognitive Processes, 27(10), 1563-1583. https://doi.org/10.1080/01690965.2011.606669
- Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32(2), 154-167. https://doi.org/10.1598/RRQ.32.2.2
- Pattamadilok, C., Bulnes, L. C., Devlin, J. T., Bourguignon, M., Morais, J., Goldman, S., & Kolinsky, R. (2015). How Early Does the Brain Distinguish between Regular Words, Irregular Words, and Pseudowords during the Reading Process? Evidence from Neurochronometric TMS. Journal of Cognitive Neuroscience. 27(6), 1259-1274 https://doi.org/10.1162/jocn_a_00779
- Pennington, B. F., Orden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child development, 61(6), 1753-1778. https://doi.org/10.2307/1130836
- Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 74(1), 129-144. https://doi.org/10.1111/j.2044-8295.1983.tb01849.x
- Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological review, 103(1), 56. https://doi.org/10.1037/0033-295X.103.1.56
- Schwartz, A. I., Kroll, J. F., & Diaz, M. (2007). Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive Processes, 22(1), 106-129. https://doi.org/10.1080/01690960500463920
- Seidenberg, M. S., & Tanenhaus, M. K. (1979). Orthographic effects on rhyme monitoring. Journal of Experimental Psychology: Human Learning and Memory, 5(6), 546-554. https://doi.org/10.1037/0278-7393.5.6.546
- Shapiro, J., Nix, G. W., & Foster, S. F. (1990). Auditory perceptual processing in reading disabled children. Journal of Research in Reading, 13(2), 123-132. https://doi.org/10.1111/j.1467-9817.1990.tb00329.x
- Spencer, E. J., Schuele, C. M., Guillot, K. M., & Lee, M. W. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39(4), 512-520. https://doi.org/10.1044/0161-1461(2008/07-0080)
- Stuart, M. (1990). Processing strategies in a phoneme deletion task. The Quarterly Journal of Experimental Psychology, 42(2), 305-327. https://doi.org/10.1080/14640749008401224
- Timmer, K., Ganushchak, L. Y., Ceusters, I., & Schiller, N. O. (2014). Second language phonology influences first language word naming. Brain and language, 133, 14-25. https://doi.org/10.1016/j.bandl.2014.03.004
- Townsend, J. T., & Ashby, F. G. (1978). Methods of modeling capacity in simple processing systems. Cognitive theory, 3, 200-239.
- Townsend, J. T., & Ashby, F. G. (1983). Stochastic modeling of elementary psychological processes. CUP Archive.
- Tree, J. J., Longmore, C., & Besner, D. (2011). Orthography, phonology, short-term memory and the effects of concurrent articulation on rhyme and homophony judgements. Acta psychologica, 136(1), 11-19. https://doi.org/10.1016/j.actpsy.2010.08.009
- Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. Phonological processes in literacy: A tribute to Isabelle Y. Liberman, 67-83.
- 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. https://doi.org/10.1037/0012-1649.30.1.73
- Warmington, M., & Hulme, C. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16(1), 45-62. https://doi.org/10.1080/10888438.2010.534832
- Ziegler, J. C., Perry, C., & Coltheart, M. (2003). Speed of lexical and nonlexical processing in French: The case of the regularity effect. Psychonomic Bulletin & Review, 10(4), 947-953. https://doi.org/10.3758/BF03196556
- Ziegler, J. C., Perry, C., & Coltheart, M. (2000). The DRC model of visual word recognition and reading aloud: An extension to German. European Journal of Cognitive Psychology, 12, 413-430. https://doi.org/10.1080/09541440050114570
- Ziegler, J. C., Bertrand, D., Toth, D., Csepe, V., Reis, A., Faisca, L., ... & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading a cross-language investigation. Psychological Science, 21, 551-559. https://doi.org/10.1177/0956797610363406