[Andreou, G. (2007). Phonological awareness in bilingual and trilingual schoolchildren. The Linguistics Journal, 2(3), 8–15. https://www.linguistics-journal.com/2014/01/08/phonological-awareness-in-bilingual-and-trilingual-schoolchildren/]Search in Google Scholar
[Baker, C. (2001). Foundations of bilingual education and bilingualism, 3rd Edition. Multilingual Matters LTD.]Search in Google Scholar
[Bialystok, E. (2013). The impact of bilingualism on language and literacy development. In T. K. Bhatia, & W. C. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (Second Edition, pp. 624–648). Blackwell Publishing Ltd.]Search in Google Scholar
[Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44.10.1017/S014271640300002X]Search in Google Scholar
[Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read— a causal connection. Nature, 301, 419–421. https://doi.org/10.1038/301419a010.1038/301419a0]Search in Google Scholar
[Branum-Martin, L., Tao, S., & Garnaat, S. (2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107(1), 111–125. https://doi.org/10.1037/a003714910.1037/a0037149]Search in Google Scholar
[Bruck, M., Genesee, F., & Caravolas, M. (1997). A crosslinguistic study of early literacy acquisition. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145–162). Lawrence Erlbaum Associates.]Search in Google Scholar
[Carroll, J., & Snowling, M. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45(3), 631–645.10.1111/j.1469-7610.2004.00252.x]Search in Google Scholar
[Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32(1), 38–50. https://doi.org/10.1044/0161-1461(2001/004)10.1044/0161-1461(2001/004)]Search in Google Scholar
[Chen, S., Li, R., Li, G., Wang, Y., & Wu, L. (2012). The effect of dialect experience on Chinese children’s Mandarin phonological awareness. Reading and Writing, 26, 1317–1335. https://doi.org/10.1007/s11145-012-9420-510.1007/s11145-012-9420-5]Search in Google Scholar
[Dodd, B., Crosbie, S. McIntosh, B., Teitzel, T., & Ozanne, A. (2000). Preschool and primary inventory of phonological awareness (PIPA). Pearson Education Limited.]Search in Google Scholar
[Edwards, J. (1994). Multilingualism. Routledge.]Search in Google Scholar
[Ehri, L., Nunes, S., Willows, D., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287.10.1598/RRQ.36.3.2]Search in Google Scholar
[Fabiano-Smith, L., & Goldstein, B. A. (2010). Phonological Acquisition in Bilingual Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 53(1), 160–178. https://doi.org/10.1044/1092-4388(2009/07-0064)10.1044/1092-4388(2009/07-0064)]Search in Google Scholar
[Franceschini, R. (2011). Multilingualism and multicompetence: A conceptual view. The Modern Language Journal, 95(3), 344–355. https://doi.org/10.1111/j.1540-4781.2011.01202.x10.1111/j.1540-4781.2011.01202.x]Search in Google Scholar
[Gillon, G. T. (2004). Phonological awareness: From research to practice. Guilford Press.]Search in Google Scholar
[Goodrich, M. J., Lonigan, C. J., & Farver, J. M. (2014). Children’s expressive language skills and their impact on the relation between first- and second-language phonological awareness skills. Scientific Studies of Reading, 18(2), 114–129. https://doi.org/10.1080/10888438.2013.81935510.1080/10888438.2013.819355]Search in Google Scholar
[Hogan T. P., Catts H. W., & Little T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech & Hearing Services in Schools, 36(4), 285–293. https://doi.org/10.1044/0161-1461(2005/029)10.1044/0161-1461(2005/029)]Search in Google Scholar
[Holm, A. & Dodd, B. (1999). A longitudinal study of the phonological development of two Cantonese–English bilingual children. Applied Psycholinguistics, 20(3), 349–376. https://doi.org/10.1017/S014271649900302110.1017/S0142716499003021]Search in Google Scholar
[Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7(2), 171–188. https://doi.org/10.1007/BF0102718410.1007/BF01027184]Search in Google Scholar
[Invernizzi, M. (2003). Concepts, sounds, and the ABCs: A diet for the very young reader. In D. M. Barone, & L. M. Morrow (Eds.), Literacy and young children: Research-based practices (pp. 140–156). Guilford.]Search in Google Scholar
[Kopečková, R. (2018). Exploring metalinguistic awareness in L3 phonological acquisition: the case of young instructed learners of Spanish in Germany. Language Awareness, 27(1–2), 153–166. https://doi.org/10.1080/09658416.2018.143262910.1080/09658416.2018.1432629]Search in Google Scholar
[Kuo, L. J., Uchikoshi, Y., Kim, T. J., & Yang, X. (2016). Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, 46, 1–9. https://doi.org/10.1016/j.cedpsych.2016.03.00210.1016/j.cedpsych.2016.03.002]Search in Google Scholar
[Le Roux, M., Geertsema, S., Jordaan, H., & Prinsloo, D. (2017). Phonemic awareness of English second language learners. South African Journal of Communication Disorders, 64(1), a164. https://doi.org/10.4102/sajcd.v64i1.16410.4102/sajcd.v64i1.164]Search in Google Scholar
[Lesniak, A., Myers, L., & Dodd, B. (2014). The English phonological awareness skills of 5; 0–6; 0-year-old Polish-English, Portuguese-English bilingual speakers and English monolingual children. Speech, Language, and Hearing, 17(1), 37–48 https://doi.org/10.1179/2050572813Y.000000002910.1179/2050572813Y.0000000029]Search in Google Scholar
[Lund, E., Werfel, K. L., & Schuele, C. M. (2014). Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss. Child Language Teaching and Therapy, 31(1), 1–16. https://doi.org/10.1177/026565901453126110.1177/0265659014531261]Search in Google Scholar
[McGee, L. M., & Ukrainetz, T. A. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. The Reading Teacher, 62(7), 599–603. https://doi.org/10.1598/RT.62.7.610.1598/RT.62.7.6]Search in Google Scholar
[Mott, M. S., & Rutherford, A. S. (2012). Technical examination of a measure of phonological sensitivity. SAGE Open, 2(2), 1–14. 215824401244558. https://doi.org/10.1177/215824401244558410.1177/2158244012445584]Search in Google Scholar
[Muter, V., & Diethelm, K. (2001). The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population. Language Learning, 51(2), 187–219. https://doi.org/10.1111/1467-9922.0015310.1111/1467-9922.00153]Search in Google Scholar
[O’Brien, B. A., Mohamed, M. B. H., Yussof, N. T., & Chin Ng, S. (2019). The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children. Reading and Writing, 32(4), 909–937. https://doi.org/10.1007/s11145-018-9890-110.1007/s11145-018-9890-1]Search in Google Scholar
[Paradis, J. (2007). Early bilingual and multilingual acquisition. In P. Auer, & L. Wei (Eds.), Handbook of Multilingualism and Multilingual Communication (pp. 17–44). Mouton de Gruyter.10.1515/9783110198553.1.15]Search in Google Scholar
[Puffpaf, L. A. (2009). A developmental continuum of phonological sensitivity skills. Psychology in the Schools, 46(7), 679–691. https://doi.org/10.1002/pits.2040710.1002/pits.20407]Search in Google Scholar
[Rocha de Souza, L. B., & Conceição Leite, A. G. (2014). Profile of phonological awareness in bilingual and monolingual children. CoDAS, 26(1), 61–67. https://doi.org/10.1590/s2317-1782201400010000910.1590/s2317-17822014000100009]Search in Google Scholar
[Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.]Search in Google Scholar
[Snowling M., Hulme C., Smith A., & Thomas J. (1994). The effects of phonetic similarity and list length on children’s sound categorization performance. Journal of Experimental Child Psychology, 58, 160–180.10.1006/jecp.1994.1030]Search in Google Scholar
[Stackhouse J. & Wells B. (1997). Children’s speech and literacy difficulties: a psycholinguistic framework. Whurr Publishers.]Search in Google Scholar
[Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In R. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307–342). Erlbaum.]Search in Google Scholar
[Suggate, S. P. (2014). Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities, 49(1), 1–20 https://doi.org/10.1177/002221941452854010.1177/0022219414528540]Search in Google Scholar
[Treiman, R., & Zukowski, A. (1996). Children’s Sensitivity to Syllables, Onsets, Rimes, and Phonemes. Journal of Experimental Child Psychology, 61, 193–215. https://doi.org/10.1006/jecp.1996.001410.1006/jecp.1996.0014]Search in Google Scholar
[Tucker, G. R. (1998). A global perspective on multilingualism and multilingual education. In J. Cenoz, & F. Genesee (Eds.), Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 3–15). Multilingual Matters LTD.]Search in Google Scholar
[Unsworth, S. (2013). Current Issues in Multilingual First Language Acquisition. Annual Review of Applied Linguistics, 33, 21–50. https://doi.org/10.1017/S026719051300004410.1017/S0267190513000044]Search in Google Scholar
[Wei, L. (2013). Conceptual and methodological issues in bilingualism and multilingualism research. In T. K. Bhatia, & W. C. Ritchie (Eds.), The Handbook of bilingualism and multilingualism (Second edition, pp. 26–52). Blackwell Publishing, Ltd.]Search in Google Scholar
[Willig, A. C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55(3), 269–317. https://doi.org/10.3102/0034654305500326910.3102/00346543055003269]Search in Google Scholar
[Wise, N., D’Angelo, N., & Chen, X. (2015). A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 29, 183–205. https://doi.org/10.1007/s11145-015-9585-910.1007/s11145-015-9585-9]Search in Google Scholar
[Wren, Y., Hambly, H., & Roulstone, S. (2012). A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development. Child Language Teaching and Therapy, 29(1), 11–25. https://doi.org/10.1177/026565901246488010.1177/0265659012464880]Search in Google Scholar
[Yang, H.-Y., & Zhu Hua. (2010). The phonological development of a trilingual child: Facts and factors. International Journal of Bilingualism, 14(1), 105–126. https://doi.org/10.1177/136700690935665010.1177/1367006909356650]Search in Google Scholar