Diálogo e Comunicação Intercultural. A Educação com as - Inicio ...

- Bradley, L. & Bryant, P.E. (1983). Categorising sound and
learning to read –a causal connection. Nature, 301, 419-421.
- Bradley, L. & Bryant, P.E. (1985). Rhyme and Reason in
reading and spelling. Michigan: Ann Arbor: The University of
Michigan Press.
- Bryant, P.E., Bradley, L., MacLean, M., & Crossland, J.
(1989). Nursey rhymes, phonological skills and reading.
Journal of Child Language, 16, 407-428.
- Castiglioni-Spalten, M.L. & Ehri, L. (2003). Phonemic
awareness instruction: Contribution of articulatory
segmentation to novice beginners´reading and spelling.
Scientific Studies of Reading, 7, 25-52.
- Chiappe, P. & Schmucker, M.A. (1997). Phrasing influences
the recognition of melodies. Psychonomic Bulletin and Review,
4, 254-259.
- Cohen, G. (1996). Memory in the real world. Hove:
Psychology Press.
- Defior, S. & Herrera, L. (2003). Les habiletés de traitement
phonologique des enfants prélecteurs espagnols. En M.N.
Rondhane, J.E. Gombert & M. Belajonza (Eds.),
L´aprentissage de la lecture. Perspective comparative
interlangue (pp. 161-176). Rennes: Presses Universitaires de
Rennes.
- De Oñate, M.P. & de la Rasilla, G. (1992). Madurez para el
aprendizaje de la lectoescritura. En M. Moraleda (Coord.),
Psicología en la escuela infantil. Madrid: EUDEMA.
- Dewitt, L.A. & Crowder, R.G. (1986). Recognition of beginner
melodies after brief delays. Music Perception, 3, 259-274.
- Douglas, S., & Willats, P. (1994). The relationship between
musical ability and literacy skills. Journal of Research in
Reading, 17(2), 99-107.
- Dowling, W.J. (1994). Melod contour in hearing and
remembering melodies. En R. Aiello & J.A. Sloboda (Eds.),
Musical Perceptions. Nueva York: Oxford University Press.
- Fabro, F., Brusaferro, A., & Bava, A. (1990). Opposite
musical-manual interference in young vs. expert musicians.
Neuropsychologia, 28, 871-877.
217