1[2]Newport, E.L., Gleitman, H., & Gleitman, L.R. Mother, I'd like do it myself; Some effects and non-effects of maternal speech style. In C.E. Snow& C.A. ,1977.
2[3]Menyuk, P. Language development[M]. Glenview, lllinois:Scott,Foresman and Company, 1988.
3[5]Bus, A. G., van lJzendoorn, M.H. Phonological awareness and early reading: A meta-analysis of exper imental training studies[J].Journal of Educational Psychology. 1999, (91) :403 - 414.
4[6]Bradley, L., Bryant, P. Categorizing sounds and learning to read:A causal connection[J]. Nature. 1983, (301) :419 - 421.
5[7]Bradley, L., Bryant, P. Rhyme and reasoning in reading and spelling[ M]. Ann Arbor: University of Michigan Press, 1985.
6[8]Ball, E. W.; Blachman, B. A. Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? [ J]. Reading Research Quarterly. 1991,(26): 49 - 66.
7[9]Hatcher, P. J., Hulme, Ellis, A. W. Ameliorating early reading failure by integrating the teaching of reading and phonological skills:The phonological linkage hypothesis[ J ]. Child Development.1994, (65) :41 - 57.
8[10]Schneider, W, Roth, E, Ennemoser, M. Training phnological sells and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs[J]. Journal of Educational Psychology. 2000, (92) :284 - 295.