1. Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66.
2. Beck, I. (1989). Reading today and tomorrow: Teachers edition for grades 1 and 2. Austin: Holt.
3. Borstrøm, I., & Petersen, D. K. (1996). På vej til den første læsning. Fonologisk opmærksomhed [On the way to initial reading. Phonological awareness]. Copenhagen: Alinea.
4. Borstrøm, I., & Elbro, C. (1997). Prevention of dyslexia in kindergarten: Effects of phoneme awareness training with children of dyslexic parents. In C. Hulme & M. Snowling (Eds.), Dyslexia: Biology, cognition and intervention (pp. 235–253). London: Whurr.
5. Braams, T., & Bosman, A. M. T. (2000). Fonologische vaardigheden, geletterdheid en lees- en spellinginstructie [Phonological skills, literacy, and reading- and spelling instruction]. Tijdschrift voor Orthopedagogiek, 39, 199–211.