61. Biemiller. Language and Reading Success.

62. K. Stanovich (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy // Reading Research Quarterly, 21 (4). P. 360–407; A. Cunningham and K. Stanovich (1993). Children’s Literacy Environments and Early Word Recognition Subskills // Reading and Writing: An Interdisciplinary Journal, 5. P. 193–204; A. Cunningham and K. Stanovich (1998). What Reading Does for the Mind // American Educator, 22. P. 8–15.

63. C. Snow (1996). Цит. по: Kate Zernike (1996). Declining Art of Table Talk a Key to Child’s Literacy // Boston Globe. January 15. P. 1, 30.

64. P. McCardle and V. Chhabra (eds.) (2004). The Voice of Evidence in Reading Research. Baltimore, Md.: Brookes.

65. D. August and K. Hakuta (1997). Improving Schooling for Language-Minority Children. Washington, D.C.: National Academies Press; Center for Applied Linguistics (2003). Development of English Literacy in Spanish-Speaking Children: A Biliteracy Research Initiative Sponsored by the National Institute of Child Health and Human Development and the Institute of Education Sciences of the Department of Education; B. R. Foorman, C. Goldenberg, C. D. Carlson, W. Saunders, and S. D. Pollard-Durodola (2004). How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms // The Voice of Evidence in Reading Research. P. McCardle and V. Chhabra (eds.). Baltimore, Md.: Brookes. P. 289–328.

66. J. Chall (1983). Stages of Reading Development. New York: McGraw-Hill. August et al., Improving Schooling for Language-Minority Children.

67. M. Collins (2005). ESL Preschoolers’ English Vocabulary Acquisition from Storybook Reading // Reading Research Quarterly, 40 (4). P. 406–408.

68. C. Juel (2005). The Impact of Early School Experiences on Initial Reading // D. Dickinson and S. Neuman (eds.). Handbook of Early Literacy Research. New York: Guilford. Vol. 2.

69. Ibid. P. 19.

70. L-A. Petitto and K. Dunbar. New Findings from Educational Neuroscience on Bilingual Brains, Scientific Brains, and the Educated Mind // Building Usable Knowledge in Mind, Brain, and Education. K. Fischer and T. Katzir (eds.). Cambridge University Press.

71. Collins. ESL Preschoolers’ Vocabulary Acquisition from Storybook Reading.

5. «Естественная история» развития способности чтения: соединяем части мозга, начинающего читать

1. Adrienne Rich (1978). Transcendental Etude // The Dream of a Common Language. New York: Norton. P. 43–50.

2. J. Chall (1983). Stages of Reading Development. New York: McGraw-Hill. P. 16.

3. M. Proust (1981). Remembrance of Things Past. C. K. Scott Moncrieff, Terence Kilmartin, and Andreas Mayor (trans.). New York: Random House. Vol. 1.

4. A. Bashir and A. Strominger (1996). Children with Developmental Language Disorders: Outcomes, Persistence, and Change // Childhood Language Disorders. M. Smith and J. Damico (eds.). New York: Thieme. P. 119–140.

5. C. Moorehead (2000). Iris Origo: Marchesa of Val d’Orcia. Boston, Mass.: Godine.

6. A. Quindlen (1998). How Reading Changed My Life. New York: Ballantine. P. 6.

7. J. Kincaid (1996). The Autobiography of My Mother. New York: Farrar, Straus and Giroux. P. 12.

8. S. Brady (1991) The Role of Working Memory in Reading Disability // Phonological Processes in Literacy: A Tribute to Isabelle Liberman. S. Brady and D. Shankweiler (eds.). Hillsdale, N.J.: Lawrence Erlbaum. P. 129–152.

9. J. F. Carslisle and C. A. Stone (2005). Exploring the Role of Morphemes in Word Reading // Reading Research Quarterly, 40 (4). P. 428–449. См. также: P. Bowers (2006). Gaining Meaning from Print: Making Sense of English Spelling. Неопубликованная рукопись.

10. Rich. Transcendental Etude. P. 43.

11. J.-P. Sartre (1981). The Words. New York: Vintage. P. 48.

12. В своих рассуждениях об этом я в значительной степени основываюсь на работах многих теоретиков и особенно на системе Джин Чол «Этапы развития чтения» (The Stages of Reading Development). Я благодарю Курта Фишера, писавшего о динамических процессах в чтении, а также Уту Фрит и Линнею Эри. И наконец, в том, что я избегаю формальных стадий, мои взгляды преимущественно совпадают с точкой зрения Перфетти. Согласно его концепции «многими типами знаний ребенок овладевает постепенно, на основе множества переживаний». См.: Chall. Stages of Reading Development; L. C. Ehri (1998). Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English // Word Recognition in Beginning Literacy. I. L. Metsala and L. C. Ehri (eds.). Mahwah, N. J.: Lawrence Erlbaum. P. 3–40; U. Frith (1985). Beneath the Surface of Dyslexia // Surface Dyslexia. K. Patterson, J. Marshall, and M. Coltheart (eds.). London: Erlbaum. P. 301–330; K. Fischer and L. T. Rose (2001). Webs of Skill: How Students Learn // Educational Leadership, 59 (3). P. 6–12; K. Fischer and S. P. Rose (1998). Growth Cycles of Brain and Mind // Educational Leadership, 56 (3). P. 56–60; K. Rayner, B. Foorman, C. Perfetti, D. Pesetsky, and M. Seidenberg (2001). How Psychological Science Informs the Teacher of Reading // Psychological Science in the Public Interest, 2. P. 31–74.

13. M. Levine (1993). All Kinds of Minds. Cambridge, Mass.: Educators Publishing Services; M. Levine (2002). A Mind at a Time. New York: Simon and Schuster.

14. P. Fitzgerald (2004). Schooldays // Afterlife. T. Dooley (ed.). New York: Counterpoint.

15. B. Collins (2002). First Reader // Sailing Alone around the Room. New York: Random House. P. 39.

16. Meryl Pischa (2001). Личная переписка.

17. J. Downing (1979). Reading and Reasoning. New York: Springer Verlag.

18. U. Goswami and P. Bryant (1990). Phonological Skills and Learning to Read. Hillsdale, N.J.: Lawrence Erlbaum; K. Stanovich (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy // Reading Research Quarterly, 21 (4). P. 360–407.

19. См. дискуссии и обзоры по поводу важности и ограничений вклада фонологии в начальные этапы овладения чтением в изд.: A. Castles and M. Coltheart (2004). Is There a Causal Link from Phonological Awareness to Success in Learning to Read? // Cognition, 91. P. 77–111; C. Hulme, M. Snowling, M. Caravolas, and J. Carroll (2005). Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart // Scientific Studies of Reading, 9(4). P. 351–365.