Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

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The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. (2004, background): “That is, children achieve syllable sensitivity earlier than subsyllabic sensitivity, and they achieve subsyllabic sensitivity earlier than phonemic sensitivity ( Anthony, Lonigan, Driscoll, Phillips, & Burgess, 2003; Fox & Routh, 1975; I. Liberman, Shankweiler, Fischer, & Carter, 1974; Treiman, 199”
Development of Phonological Awareness (2005, background): “One studied 945 elementary school children (Schatschneider et al., 1999), and another studied over 1,100 preschool children (Anthony et al., 2003).”
Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language. (2005, background): “Although there is generality across phonological processing tasks, there is empirical evidence for their distinctness (e.g., Anthony, Lonigan, Driscoll, Phillips, & Burgess, 2003 ).”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, methodology): “One way around such objections is to investigate the sequence of phonological development while holding task demands constant (see Anthony et al., 2003).”