Length awareness predicts spelling skills in Finnish

Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419?421.

Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751?774.

Cataldo, S. & Ellis, N. (1990). Learning to spell, learning to read. In P.D. Pumfrey & C.D. Elliott (Eds.), Children's difficulties in reading, writing and spelling: Challenges and responses (pp. 101?125). Basingstoke: Falmer Press.

Ho, C. & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946?951.

Holopainen, L., Ahonen, T., & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401?413.

Lehtonen, J. (1970). Aspects of quantity in Standard Finnish. Jyväskylä: Jyväskylä University.

Lundberg, I., Olofsson, Å., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159?173.

Lyytinen, H., Leinonen, S., Nikula, M., Aro, M., & Leiwo, M. (1995). In search of the core features of dyslexia: Observations concerning dyslexia in the highly orthographically regular Finnish language. In V. Berninger (Ed.), The varieties of orthographic knowledge II: Relationships to phonology, reading and writing (pp. 177?204). Dordrecht: Kluwer Academic Publishers.

Matilainen, K. (1985). Lukemaanopettamismenetelmien yhteydet oikeinkirjoitustaidon oppimiseen ensimmäisen lukuvuoden aikana [The connection between literacy teaching methods and spelling development during the first school year]. Joensuu: University of Joensuu.

Sprenger-Charolles, L., Siegel, L., & Bechennec, D. (1998). Phonological mediation and semantic and orthographic factors in silent reading in French. Scientific Studies of Reading, 2, 3?29.