5Rayner, K., Foorman, B., Perfetti,C., Pesetsky, D. & Seidenberg, M. S. How psychological science informs the teaching of reading[J]. Psychological Science in the Public Interest, 2001, 2:31-74.
6Ho, C.& Byrant, P. Learning Chinese beyond the logographic phase [J] . Reading Research Quarterly,1997, 52:276-289.
7Liberman, I.Y. & Liberman, A. M. Whole language versus code emphasis: underling assumptions and theirimplications for reading instruction[A]. In Gough, P.B. , Ehri L. & Treiman R. (eds) Reading Acquisition[C]. (pp 343-366). Hillsdale: Erlbaum. ,1992.
8Fromkin, V., Rodman, R. & Hymas, H. An introduction to language[M]. (7^th ed.) Boston, MA; Heinle,2003.
9Yopp, H. K. The validity and reliability of phonemic awareness tests[J]. Reading Research Quarterly, 1988,23:159-177.
10Treiman, R. & Zukowski, A. Levels of phonological awareness [A] . In Brady, S. , Shankweiler, D. (eds)Phonological processes in literacy [C]. ( pp67 - 83 ).Hillsdale, NJ: Erlbaum , 1991.
