20 EHRI
ACKNOWLEDGMENTS
I regret that space limitations preclude citation of many s tudies contributing relevant findings.
Additional references can be found in the studies that are cited.
REFERENCES
Bhattacharya, A., & Ehri, L. (2004). Grapho-syllabic analysis helps adolescent struggling readers read and spell words.
Journal of Learning Disabilities, 37, 331–348.
Boyer, N., & Ehri, L. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to
word reading and spelling in beginners. Scientific Studies of Reading, 15, 440–470.
Cain, K., & Oakhill, J. (2011). Matthew Effects in young readers: Reading comprehension and reading experience aid
vocabulary development. Journal of Learning Disabilities, 44, 431–443.
Cardoso-Martins, C., Mesquita, T., & Ehri, L. (2011). Letter names and phonological awareness help children to learn
letter-sound relations. Journal of Experimental Child Psychology, 109, 25–38.
Castiglioni-Spalten, M., & Ehri, L. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to
novice beginners’ reading and spelling. Scientific Studies of Reading , 7, 25–52.
Cunningham, A., Nathan, R., & Raher, K. (2011). Orthographic processing in models of word recognition. In M. Kamil,
P. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Volume IV. (pp. 259–285). New York,
NY: Routledge.
Ehri, L. (1984). How orthography alters spoken language competencies in children learning to read and spell. In J.
Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 119–147). New York, NY: Springer-
Verlag.
Ehri, L. (1987). Learning to read and spell words. Journal of Reading Behavior, 14, 5–31.
Ehri, L. (1992). Re-conceptualizing the development of sight word reading and its relationship to recoding. In P. Gough,
L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum.
Ehri, L. (1998). Grapheme–phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri
(Eds.), Word recognition in beginning literacy (pp. 3–40. Mahwah, NJ: Erlbaum.
Ehri, L. (2005a). Development of sight word reading: Phases and findings. In M. Snowling & C. Hulme (Eds.), The
science of reading: A handbook (pp. 135–154). Malden, MA: Blackwell.
Ehri, L. (2005b). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9, 167–188.
Ehri, L., Deffner, N., & Wilce, L. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76,
880–893.
Ehri, L., Nunes, S., Willows, D., Schuster, B., Yghaoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruc-
tion helps children learn to read: Evidence from the National Reading Panel meta-analysis. Reading Research
Quarterly, 36, 250–287.
Ehri, L., & Wilce, L. (1979). The mnemonic value of orthography among beginning readers. Journal of Educational
Psychology, 71, 26–40.
Ehri, L., & Wilce, L. (1980). The influence of orthography on readers’ conceptualization of the phonemic structure of
words. Applied Psycholinguistics, 1, 371–385.
Ehri, L., & Wilce, L. (1983). Development of word identification speed in skilled and less skilled beginning readers.
Journal of Educational Psychology, 75, 3–18.
Ehri, L., & Wilce, L. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic?
Reading Research Quarterly, 20, 163–179.
Ehri, L., & Wilce, L. (1987). Cypher versus cue reading: An experiment in decoding acquisition. Journal of Educational
Psychology, 79, 3–13.
Gaskins, I., Ehri, L., Cress, C., O’Hara, C., & Donnelly, K. (1996). Procedures for word learning: Making discoveries
about words. The Reading Teacher, 50, 312–327.
Gathercole, S. (2006). Non-word repetition and word learning: The nature of the relationship. Applied Psycholinguistics,
27, 513–543.
Laing, E., & Hulme, C. (1999). Phonological and semantic processes influence beginning readers’ ability to learn to read
words. Journal of Experimental Child Psychology, 73, 183–207.