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A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography
16 references·13 citing·34 second hop
A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography (1997)A reading-level match study of phonemic p…Speculations on the Causes and Consequences of Individual Differences in Early Reading Acquisition (2017)Speculations on the Causes an…Components of phonological awareness (1995)Components of phonological aw…Characteristics of developmental dyslexia in a regular writing system (1993)Characteristics of developmen…The Nonword Reading Deficit in Developmental Dyslexia: A Review (1992)The Nonword Reading Deficit i…Persistence of dyslexics' phonological awareness deficits. (1992)Persistence of dyslexics' pho…Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Beginning to read : Thinking …Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)Effects of an Extensive Progr…Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. (1988)Development of grammatical-se…Children's Reading Problems (1985)Children's Reading ProblemsAssessing phonological awareness in kindergarten children: Issues of task comparability (1984)Assessing phonological awaren…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…The influence of orthography on readers' conceptualization of the phonemic structure of words (1980)The influence of orthography …Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten (1980)Reading and spelling skills i…The Child’s Conception of Language (1978)The Child’s Conception of Lan…Difficulties in auditory organisation as a possible cause of reading backwardness (1978)Difficulties in auditory orga…Relationship between single word decoding and reading comprehension skill. (1975)Relationship between single w…A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies (2019)A meta-analysis of reading-le…How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish? (2014)How Important Is Teaching Pho…Predictors of English spelling in bilingual and monolingual children in Grade 1: the case of Cantonese and Tagalog (2013)Predictors of English spellin…Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners (2012)Relationships Between Vocabul…Evaluation of the Double-Deficit Hypothesis Subtype Classification of Readers in Spanish (2007)Evaluation of the Double-Defi…Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography (2007)Computer Speech-Based Remedia…Phonological processing and emergent literacy in Spanish-speaking preschool children (2006)Phonological processing and e…Early Identification of At-Risk L2 Readers (2004)Early Identification of At-Ri…Phonological Awareness in Spanish (2003)Phonological Awareness in Spa…Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities With and Without IQ—Achievement Discrepancy? (2003)Do the Effects of Computer-As…Remedial Interventions for Children with Reading Disabilities (2002)Remedial Interventions for Ch…Identifying Subtypes of Reading Disability in the Spanish Language (2002)Identifying Subtypes of Readi…Metalinguistic Awareness and Reading Acquisition in the Spanish Language (2000)Metalinguistic Awareness and …Reading Research Advances in Theory and Practice (1985)Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. (1994)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Reading Research Quarterly (2012)The Method of Path Coefficients (1934)Path Analysis: Sociological Examples (1966)Explicit syllable and phoneme segmentation in the young child (1974)Development of young readers' phonological processing abilities. (1993)Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. (1999)Amplitude envelope onsets and developmental dyslexia: A new hypothesis (2002)The American Heritage Word Frequency Book (1973)Toward a theory of automatic information processing in reading (1974)Memory span: Sources of individual and developmental differences. (1981)Phonemic deficits in developmental dyslexia (1981)Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties (1998)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Is developmental dyslexia a disconnection syndrome? (1996)Dyslexia (1998)Developmental Dyslexia (2015)A distributed, developmental model of word recognition and naming. (1989)Handbook of reading research (1991)Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia (1993)Does awareness of speech as a sequence of phones arise spontaneously? (1979)Cross-language transfer of phonological awareness. (1993)Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis (1994)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children (1997)Child Development and Emergent Literacy (1998)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The ability to manipulate speech sounds depends on knowing alphabetic writing (1986)Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities (2011)
this work references cited by second hop

References

  • 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.4,376 cited
  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,309 cited
  • 1992The Nonword Reading Deficit in Developmental Dyslexia: A Review873 cited
  • 1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
  • 1978Difficulties in auditory organisation as a possible cause of reading backwardness774 cited
  • 1992Persistence of dyslexics' phonological awareness deficits.744 cited
  • 1993Characteristics of developmental dyslexia in a regular writing system696 cited
  • 1980Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten605 cited
  • 1975Relationship between single word decoding and reading comprehension skill.521 cited
  • 1978The Child’s Conception of Language503 cited
  • 1985Children's Reading Problems410 cited
  • 2017Speculations on the Causes and Consequences of Individual Differences in Early Reading Acquisition367 cited
  • 1988Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

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332 cited
  • 1995Components of phonological awareness328 cited
  • 1980The influence of orthography on readers' conceptualization of the phonemic structure of words320 cited
  • Cited by

    • 2000Metalinguistic Awareness and Reading Acquisition in the Spanish Language67 cited
    • 2007Evaluation of the Double-Deficit Hypothesis Subtype Classification of Readers in Spanish67 cited
    • 2002Remedial Interventions for Children with Reading Disabilities61 cited
    • 2004Early Identification of At-Risk L2 Readers60 cited
    • 2012Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners59 cited
    • 2006Phonological processing and emergent literacy in Spanish-speaking preschool children53 cited
    • 2007Computer Speech-Based Remediation for Reading Disabilities: The Size of Spelling-to-Sound Unit in a Transparent Orthography52 cited
    • 2003Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities With and Without IQ—Achievement Discrepancy?51 cited
    • 2013Predictors of English spelling in bilingual and monolingual children in Grade 1: the case of Cantonese and Tagalog49 cited
    • 2002Identifying Subtypes of Reading Disability in the Spanish Language47 cited
    • 2003Phonological Awareness in Spanish44 cited
    • 2014How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?40 cited
    • 2019A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies38 cited