La lettura ad alta voce

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2. Juel C. Learning to read and write: a longitudinal study of 54 children from first to fourth grades. Journal of Educational Psychology 1988;80:433-47.
3. Cunningham A, Stanovich K. Early reading acquisition and its relation to reading experience and ability ten years later. Dev Psychol 1997;33:934-45.
4. Baydar N, Gunn J. Early warning sign of functional illiteracy: predictors in childhood and adolescence. Child Development 1993;64:815-29.
5. Merletti RV. Leggere ad alta voce. Milano: Mondadori, 1996.
6. Stanovich K. Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 1986;21:360-407.
7. Chall J, Jacobs V, Balwin L. The reading crisis: why poor children fall behind. Cambridge MA: Harvard University Press, 1990.
8. Juel C. Beginning reading. In: Barr M, Kamil P, Mosenthal B, Pearson P (eds). Handbook of reading research. New York: Longman, 1991.
9. Jakendoff R. Patterns in the mind. Language and human nature. Harvest Wheatsheaf: Hemel Hempstead, 1993 (ed. italiana: Linguaggio e natura umana. Bologna: Il Mulino, 1998).
10. Teale W, Sulzby E. Emergent literacy: writing and reading. Norwood NJ: Ablex, 1986.
11. Whitehurst G, Lonigan C. Child development and emergent litera c y . Child Development 1998;69:848- 72.
12. Lonigan C, Burgess S, Anthony J. Development of emergent literacy and early reading skill in preschool children: evidence from a latent-variable longitudinal study. Dev Psychol 2000;36:596-613.
13. Burgess S, Lonigan C. Bi-directional relations of phonological sensitivity and prereading abilities: evidence from a preschool sample. Journal of Experimental Child Psychology 1998;70:114-41.
14. Wagner R, Torgesen J, Rashotte C, et al. Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Dev Psychol 1997;33: 468-79.
15. Bryant P, Maclean M, Crossland J. Rhyme and alliteration, phoneme detection and learning to read. Dev Psycol 1990;26:429-38.
16. Clay M. Reading: the patterning of complex behaviour. Auckland New Zealand: Heineman, 1979.
17. Tunmer W, Herriman M, Nesdale A. Metalinguistic abilities and beginning reading. Reading Research Quarterly 1988;23:134-58.
18. Halliday M. Language, structure and language function. In: Lyons J. New horizons in linguistic. Harmondoworth 1970 (ed. italiana: Nuovi orizzonti della linguistica. Torino: Einaudi, 1975).
19. Purcell-Gates V. Stories, coupons and the TV guide: relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quaterly 1996;31:406-28.
20. Adams MJ. Beginning to read: thinking and learning about print. Cambridge MA: MIT Press, 1980.
21. Stevenson H, Newman R. Long term prediction of achievement and attitudes in mathemathics and reading. Child Development 1986;57:646-59.
22. Huttenlocker J, Haight W, Bryck A, et al. Early vocabulary growth: relation to language input ang gender. Dev Psycol 1991;27:236-48.
23. Lonigan C, Burgess S, Anthony J, et al. Development of phonological sensitivity in 2 to 5 years old children. Journal of Educational Psychology 1988;80:437-47.
24. Hart B, Risley R. Meaningful differences in the everyday experience of young american children. Baltimore: Paul H. Brookes, 1995.
25. Chaney C. Language development, metalinguistic awareness and emergent literacy skills of 3-yrold children in relation to social class. Applied Psycholinguistic 1994;15: 371-94.
26. Evans M, Shaw D, Bell M. Home literacy activities and their influences on early literacy skills. Canadian journal of experimental Psychology 2000;54:65-75.
27. Anonimo. Nati Per Leggere. A che punto siamo. Medico e Bambino 2001;20: 474.
28. High P, Hopman M, La Gasse L. Evaluation of a clinic-based program to promote book sharing and routines among low-income urban families with young children. Arch Pediatr Adolesc Med 1998; 152:459-65.
29. Debarishe B. Maternal belief systems: linchpin in the home reading process. Journal of Applied Developmental Psychology 1995;16:1-20.
30. Ninio A, Bruner J. The achievements and antecedents of labeling. J Child Lang 1978;5:1-15.
31. Ninio A. Picture-book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development 1980;51:587-90.
32. Hoff-Ginsberg E. Mother-child conversation in different social classes and communicative settings. Child Development 1991;62:782-96.
33. Stern D. The first relationship: infant and mother. Open Books London 1977 (ed. italiana: Le prime relazioni sociali: il bambino e la madre. Roma: Armando, 1979).
34. Siegel D. The developing mind. Guilford Press, 1999 (ed. italiana: La mente relazionale. Milano: Raffaello Cortina Editore, 2001).
35. Bus A, van Ljzendoorn M. Mother-child interactions, attachment and emergent literacy: a cross-sectional study. Child Development 1988;59:1262-72.
36. Bus A, van Ljzendoorn M. Mothers reading to their 3- years old. The role of mother-child attachment security in becoming literate. Reading Research Quarterly 1995;30:998-1015.
37. Bus A, van Ljzerdoorn M, Pellegrini A. Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research 1995;65:1-21.
38. Scarborough H, Dobrich W. On the efficacy of reading to preschoolers. Developmental Review 1994; 14:245-302.
39. Frijters J, Barron R, Brunello M. Directed and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology 2000;92:466-77.
40. Gottfried A E, Fleming J, Gottfried A W. Role of cognitively stimulating home environment in children’s academic intrinsic motivation: longitudinal study. Child Dev 1998;69:1448-60.
41. Lonigan C. Reading to preschoolers exposed: is the emperor really naked? Developmental Review 1994; 14:303-23.
42. Tracey D, Morrow L. Motivating context for young children’s literacy development: implications for word recognition. In: Metsala J, Ehri L (eds). Word recognition in beginning literacy. Erlbaum Mahwah NJ, 1998.
43. Reese E, Cox A. Quality of adult book reading affects children’s emergent literacy. Developmental Psychology 1999;35:20-8.
44. Senechal M, Lefevre J, Thomas E, et al. Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quaterly 1998;33:96-116.
45. Sonnenschein S. Parental beliefs about way to help children learn to read: the impact of a entertainment or a skill perspective. Early Child Development and Care 1997;127:111-8.
46. Hargrave A, Senechal M. A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly 2000;15:75-90.
47. Whitehurst G, Epstein J, Angel A, et al. Outcome of an emergent literacy intervention in Head Start. Journal of Educational Psychology 1994;86:542-55.
48. Lonigan C, Anthony J, Bloomfield B, et al. Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention 1999;22:306-22.
49. Cronan T, Cruz S, Arriaga R, et al. The effects of a community-based literacy program on young children’s language and conceptual development. American Journal of Community Psychology 1996;24:251-72.
50. Primavera J. Enhancing family competence trough literacy activities. Journal of Prevention & Intervention in the Community 2000;20:85-101.
51. Hockenberger E, Goldestein H, Sirianni Haas L. Effects of commenting during joint book reading by mothers with low SES. Topics in Early Childhood Special Education 1999;19:15-27.
52. Cardarello R. Libri e bambini. La prima formazione del lettore. Firenze:la Nuova Italia Firenze, 1995.
53. Devescovi A, Baumgartner E. Joint-reading a picture book: verbal interaction and narrative skills. Cognition and Instruction 1993;11:299-323.