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Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program
16 references·1 citing·32 second hop
Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program (1994)Multiple Orthographic and Phonological Co…Expressive One-Word Picture Vocabulary Test (2012)Expressive One-Word Picture V…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …Wide Range Achievement Test-Revised (1987)Wide Range Achievement Test-R…A ROWS is a ROSE: Spelling, sound, and reading (1987)A ROWS is a ROSE: Spelling, s…Reading Research Advances in Theory and Practice (1985)Reading Research Advances in …The Ecology of Human Development (1981)The Ecology of Human Developm…Auditory temporal perception, phonics, and reading disabilities in children (1980)Auditory temporal perception,…The organization and activation of orthographic knowledge in reading aloud. (1979)The organization and activati…The Ecology of Human Development (1979)The Ecology of Human Developm…Lexical access in simple reading tasks (1978)Lexical access in simple read…The processing of information and structure (1974)The processing of information…The Processing of Information and Structure (1974)The Processing of Information…Explicit syllable and phoneme segmentation in the young child (1974)Explicit syllable and phoneme…The Structure of Scientific Revolutions. (1964)The Structure of Scientific R…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…Phonological and Orthographic Processing: Separate but Equal? (1994)Phonological and Orthographic…An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. (1983)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)Cognitive reference points (1975)ALCOVE: An exemplar-based connectionist model of category learning. (1992)Party Policy in Modern Democracies (2006)Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech (1996)Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults (2003)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)The Bioecological Model of Human Development (2007)The Lifelong Effects of Early Childhood Adversity and Toxic Stress (2011)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)The Structuring of Organizations (1989)Discursive Institutionalism: The Explanatory Power of Ideas and Discourse (2008)Competing paradigms in qualitative research. (1994)Sample Size in Qualitative Interview Studies (2015)Time, Human Agency, and Social Change: Perspectives on the Life Course (1994)An Integrative Model for the Study of Developmental Competencies in Minority Children (1996)The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. (2000)Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Early reading acquisition and its relation to reading experience and ability 10 years later. (1997)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)
this work references cited by second hop

References

  • 1963The Structure of Scientific Revolutions35,276 cited
  • 1979The Ecology of Human Development25,962 cited
  • 1963The Structure of Scientific Revolutions21,164 cited
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  • 1981The Ecology of Human Development8,051 cited
  • 1989A distributed, developmental model of word recognition and naming.3,902 cited
  • 1974The Processing of Information and Structure2,117 cited
  • 1985Reading Research Advances in Theory and Practice1,613 cited
  • 1980Auditory temporal perception, phonics, and reading disabilities in children1,494 cited
  • 1987Wide Range Achievement Test-Revised1,382 cited
  • 1974Explicit syllable and phoneme segmentation in the young child1,378 cited
  • 1978Lexical access in simple reading tasks1,064 cited
  • 2012Expressive One-Word Picture Vocabulary Test967 cited
  • 1979The organization and activation of orthographic knowledge in reading aloud.956 cited
  • 1974The processing of information and structure936 cited
  • 1987A ROWS is a ROSE: Spelling, sound, and reading867 cited

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  • 1994Phonological and Orthographic Processing: Separate but Equal?33 cited