1 |
Greene, J. P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21, 1-22.
DOI
|
2 |
Yeung, A. E., Marsh, H. W., & Suliman, R. (2000). Can two tonges live in harmony? Analysis of the National Education Longitudinal Study of 1988(NELS88) longitudinal data on maintenance of home language. American Educational Research Journal, 37, 1001-1026.
DOI
|
3 |
Wang, M., Park, Y., & Lee, K. (2006). Korean-English biliteracy acquisition: Cross language and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
DOI
|
4 |
Russell, R. (2000). "Attrition in English native speakers' L2 production of Japanese: 10 years later," paper presented in Dorit Kaufman, chair, Language attrition: Crosslinguistic interplay and sociolinguistic perspectives, at SLRF(Second Language Research Forum) 2000, University of Wisconsin, Madison, WI.
|
5 |
Reber, A. S. (1969). Transfer of syntactic structure in synthetic languages. Journal of Experimental Psychology, 81, 115-119.
DOI
|
6 |
Brooks, L. R., & Vokey, J. R. (1991). Abstract analogies and abstracted grammars: Comments on Reber(1989) and Mathews et al. (1989). Journal of Experimental Psychology: General, 120, 316-323.
DOI
|
7 |
민지영, 이승복 (1998). 암묵적 규칙 학습과 언어 간 전이. 한국심리학회지, 실험 및 인지, 10(2), 153-173.
|
8 |
권오량 (1995). 아동의 외국어 학습. 한국인간발달학회 학술발표대회 논문집, 1, 1-21.
|
9 |
McBride-Chang, C. (2004). Children's Literacy Developmen. London: Oxford University Press.
|
10 |
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(1), 73-87.
DOI
|
11 |
Yi, K. O. (1998). The internal structure of the syllable in Korean: Onset-rime or body-coda? Korean Journal of Experimental and Cognitive Psychology, 10, 67-83.
|
12 |
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum.
|
13 |
Bialystok, E., Majumder, S., & Martin, M. (2003). "Developing phonological awareness: Is there a bilingual advantage?" Applied Psycholinguistics, 24, 27-44.
|
14 |
Campbell, R. & Sais, E. (1995). Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61-68.
DOI
|
15 |
Loizou, M. & Stuart, M. (2003). Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26, 3-18.
DOI
|
16 |
Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307-324.
|
17 |
Ball, E. & Blachman, B. A. (1988). Phonological segmentation training: Effects of reading readiness. Annuals of Dyslexia, 38, 208-225.
DOI
|
18 |
Bradly, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read- A causal connection. Nature, 301, 419-421.
DOI
|
19 |
Bradly, L., & Bryant, P. E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746-747.
DOI
|
20 |
Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities(2nd ed). Boston: Allyn & Bacon.
|
21 |
Eldredge, J. L., & Baird, J. E. (1996). Phonological awareness training works better than whole language instruction for teaching first graders how to write. Reading Research and Instruction, 35, 193-208.
DOI
|
22 |
Kamii, M. L., & Manning, M. (2002). Phonological awareness and writing beginning. Journal of Research in Childhood Education, 17(1), 38-46.
DOI
|
23 |
Dyson, A. H. (1982). Reading, writing, and language: Young children solving, the written language puzzle. Language Arts, 59, 829-839.
|
24 |
Kjeldsin, A. C., Niemi, P., & Olofsson, A. (2003). Training phonological awareness in kindergarten level children: Consistency is more important than quantity. Learning and Instruction, 13, 349-365.
DOI
|
25 |
Martins, M. A., & Silva, C. (2006). Phonological abilities and writing among Portuguese preschool children. European Journal of Psychology of Education, 21(2), 163-182.
DOI
|
26 |
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. pReview of Educational Research, 49(2), 222-251.
DOI
|
27 |
Durgunoglu A. Y. & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281-295.
DOI
|
28 |
Gottardo, A., Yan, B., Siegel, L., Wade-Wooley, L. (2001). Factors related to English reading performance in children with Chinese as a first language. More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.
DOI
|
29 |
Pae, K. K., Sevcik, R. A., & Morris, R. D. (2010). Cross-language correlates in phonological awareness and naming speed: Evidence from deep and shallow orthographies. Journal of Research in Reading, 33(4), 374-391.
DOI
|
30 |
Anthony, J. L., Solari, E. J., Williams, J. M., Schoger, K. D., Zhang, Z., Branum-Martin L., Francis, D. J. (2009). Development of bilingual phonological awareness in Spanish-speaking English language learners: The roles of vocabulary, letter knowledge, and prior phonological awareness. Scientific Studies of Reading, 13(6), 535-564.
DOI
|
31 |
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.
DOI
|
32 |
박민영, 고도흥, 이윤경 (2006). 한국어-영어 이중 언어사용아동의 음운인식능력. 음성과학, 13(2), 35-46.
|
33 |
조증열, 이강은 (2004). 초등학생의 한국어 음운처리 기술이 영어 읽기와 어휘력에 미치는 영향. 한국심리학회지: 발달, 17(4), 145-157.
|
34 |
Cho, J-R., & McBride-Chang, C. (2005a). Correlates of Korean Hangul acquisition among kindergarteners and second graders. Scientific Studies of Reading, 9(1), 3-16.
DOI
|
35 |
Cho, J-R., & McBride-Chang, C. (2005b). Levels of Phonological Awareness in Korean and English: A 1-Year Longitudinal Study. Journal of Educational Psychology, 97(4), 564-571.
DOI
|
36 |
조희숙, 김선옥, 정정희 (2006). 유아의 음운인식과 읽기가 쓰기 능력에 미치는 영향: 단기종단적 접근. 한국심리학회지: 발달, 19(4), 137-155.
|
37 |
Cho, J-R., Chiu, M. M. (in press). Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: a 1-year longitudinal study. Journal of Research in Reading.
|
38 |
Speciale, G., Ellis, N. C., & Bywater, T. (2004). Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics, 25, 293-321.
|
39 |
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 9, 29-43.
|
40 |
Linsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language leaners. Journal of Educational Psychology, 95, 482-494.
DOI
|
41 |
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64.
DOI
|
42 |
Vellutino, F. R., & Scanlon, D. M. (1988). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. In K. E. Stanovich (Ed.), Children's reading and the development of phonological awareness (pp. 77-119). Detroit, MI: Wayne State University Press.
|
43 |
박창원, 오미영, 오은진 (2004). 한.영.일 음운대비. 서울: 한국문화사.
|
44 |
김애화, 유현실, 김의정 (2011). 조기 문식성 검사의 개발 및 표준화 연구. 언어청각장애연구, 16(4), 597-613.
|
45 |
김현자, 조증열 (2001). 학령전 아동에서 음운인식, 시각지각 및 한글 읽기와의 관계. 한국심리학회지, 발달, 14, 15-28.
|
46 |
Mann, V., & Singson, M. (2003). Linking morphological knowledge to English decoding ability: large effects of little suffixes. In E. Assink & D. Sandra (Eds.), Reading complex words: cross-language studies (pp. 1-25). New York, NY: Kluwer Academic Publisher.
|
47 |
최윤영 (2014). 영어와 한국어의 총제적 대조분석 연구. 신학과 목회, 41, 237-261.
|
48 |
Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: just "more phonological"? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238.
|
49 |
Wang, M., Ko, I. Y., & Choi, J. (2009). The importance of morphological awareness in Korean-English biliteracy acquisition. Contemporary Education Psychology, 34, 132-142.
DOI
|
50 |
Apel, K., Diehm, E., & Apel, L. (2013). Using multiple measures of morphological awareness to assess its relation to reading. Topics in Language Disorders, 33, 42-56.
DOI
|
51 |
Taylor, I., & Taylor, M. (2014). Writing and literacy in Chinese, Korean, and Japanese. Amsterdam, Netherlands: Benjamins.
|