Page 58 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse. Ljubljana: Pedagoški inštitut, 2021. Digitalna knjižnica, Dissertationes 38
P. 58
r aziskovanje v vzgoji in izobr aževanju: medsebojni vpliv r aziskovanja in pr akse
Castles, Anne, Coltheart, Max, Wilson, Katherine, Valpied, Jodie and Wed-
gwood, Joanne. „The genesis of reading ability: What helps children learn
letter-sound correspondences?“ Journal of Experimental Child Psychology
104 no. 1 (2009): 68–88.
Ecalle, Jean, Magnan, Annie and Gibert, Fabienne. „Class Size Effects on Li-
teracy Skills and Literacy Interest in First Grade: A Large-Scale Inve-
stigation.“ Journal of School Psychology 44 no. 3 (2006): 191–209. Acces-
sed November 16, 2020. http://dx.doi.org.ezproxy.lib.ukm.si/10.1016/j.
jsp.2006.03.002
Gray, William. S. 1925. 24th Yearbook of the NSSE. Part 1 – Report of the Na-
tional Committee on Reading. Bloomington: Publing School Publishing
Co.
Haramija, Dragica. (Eds.). Bralna pismenost v predšolski vzgoji in izobraževan
ju. Maribor: Pedagoška fakulteta v Mariboru, 2017.
Lathouras, Maria, Westerveld, Marleen and Trembath, David. „Longitudinal
Reading Outcomes in Response to a Book-Based, Whole Class Interven-
tion for Students from Diverse Cultural, Linguistic and Socio-Economic
Backgrounds.“ Australian Journal of Learning Difficulties 24 no. 2 (2019),
147–161. Accessed November 12, 2020. http://dx.doi.org.ezproxy.lib.ukm.si/
10.1080/19404158.2019.1640755
Manyak, Patrick C. „Phonemes in Use: Multiple Activities for a critical Pro-
cess.“ The Reading Teacher 61 no. 8 (2008): 659–662.
Mesmer, Heidi Anne E. and Griffith Pricilla L. „Everybody‘s selling It-But Just
What is Explicit, Systematic phonics Instruction?“ The Reading Teacher
59 no. 4 (2005): 366–376.
Pečjak, Sonja. Osnove psihologije branja. Ljubljana: ZIFF, 1999.
Pečjak, Vid . Hitro in uspešno branje. Ljubljana: Samozaložba, 1991.
Ropič, Marija. „Zmožnost zaznavanja začetnih in končnih glasov v nezložnih
in večzložnih besedah.“ Didactika Slovenica – Pedagoška obzorja 31 no. 1
(2016): 44–55.
Ropič, Marija. „Razvoj določenih ravni glasovnega zavedanja v predšolskem
obdobju.“ V:
Ropič Kop, Marija. The Ability to Perceive Initial and Final Sounds in a Word.
V: Lipovec, Alenka, Batič, Janja, Kranjec, Eva (ur.). New Horizons in Su-
bject-Specific Education: Research Aspects of Subject-Specific Didactics.
2020, str. 53–69. https://press.um.si/index.php/ump/catalog/book/481.
Strickland, Dorothy S. „Strategies for Beginning Readers and Writers and
Those Needing Additional Support and Intervention in Teaching phoni-
cs Today.“ Newark, DE: International Reading Association, (2011): 50–56.
58
Castles, Anne, Coltheart, Max, Wilson, Katherine, Valpied, Jodie and Wed-
gwood, Joanne. „The genesis of reading ability: What helps children learn
letter-sound correspondences?“ Journal of Experimental Child Psychology
104 no. 1 (2009): 68–88.
Ecalle, Jean, Magnan, Annie and Gibert, Fabienne. „Class Size Effects on Li-
teracy Skills and Literacy Interest in First Grade: A Large-Scale Inve-
stigation.“ Journal of School Psychology 44 no. 3 (2006): 191–209. Acces-
sed November 16, 2020. http://dx.doi.org.ezproxy.lib.ukm.si/10.1016/j.
jsp.2006.03.002
Gray, William. S. 1925. 24th Yearbook of the NSSE. Part 1 – Report of the Na-
tional Committee on Reading. Bloomington: Publing School Publishing
Co.
Haramija, Dragica. (Eds.). Bralna pismenost v predšolski vzgoji in izobraževan
ju. Maribor: Pedagoška fakulteta v Mariboru, 2017.
Lathouras, Maria, Westerveld, Marleen and Trembath, David. „Longitudinal
Reading Outcomes in Response to a Book-Based, Whole Class Interven-
tion for Students from Diverse Cultural, Linguistic and Socio-Economic
Backgrounds.“ Australian Journal of Learning Difficulties 24 no. 2 (2019),
147–161. Accessed November 12, 2020. http://dx.doi.org.ezproxy.lib.ukm.si/
10.1080/19404158.2019.1640755
Manyak, Patrick C. „Phonemes in Use: Multiple Activities for a critical Pro-
cess.“ The Reading Teacher 61 no. 8 (2008): 659–662.
Mesmer, Heidi Anne E. and Griffith Pricilla L. „Everybody‘s selling It-But Just
What is Explicit, Systematic phonics Instruction?“ The Reading Teacher
59 no. 4 (2005): 366–376.
Pečjak, Sonja. Osnove psihologije branja. Ljubljana: ZIFF, 1999.
Pečjak, Vid . Hitro in uspešno branje. Ljubljana: Samozaložba, 1991.
Ropič, Marija. „Zmožnost zaznavanja začetnih in končnih glasov v nezložnih
in večzložnih besedah.“ Didactika Slovenica – Pedagoška obzorja 31 no. 1
(2016): 44–55.
Ropič, Marija. „Razvoj določenih ravni glasovnega zavedanja v predšolskem
obdobju.“ V:
Ropič Kop, Marija. The Ability to Perceive Initial and Final Sounds in a Word.
V: Lipovec, Alenka, Batič, Janja, Kranjec, Eva (ur.). New Horizons in Su-
bject-Specific Education: Research Aspects of Subject-Specific Didactics.
2020, str. 53–69. https://press.um.si/index.php/ump/catalog/book/481.
Strickland, Dorothy S. „Strategies for Beginning Readers and Writers and
Those Needing Additional Support and Intervention in Teaching phoni-
cs Today.“ Newark, DE: International Reading Association, (2011): 50–56.
58
