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Cited by

• 1988Holistic/constructivist Principles of the Teaching/Learning Process219 cited
• 1997Why spelling is more difficult than reading.183 cited
• 1988Invented Versus Traditional Spelling in First Graders’ Writings: Effects on Learning to Spell and Read167 cited
• 1992Fostering Literacy Learning in Supportive Contexts164 cited
• 1987The use of morphological knowledge in spelling derived forms by learning-disabled and normal students162 cited
• 1983Do alphabet letters help prereaders acquire phonemic segmentation skill?146 cited
• 1984Developmental Spelling as a Predictor of First-Grade Reading Achievement137 cited
• 2003Developmental steps in learning to read: A longitudinal study in kindergarten and first grade126 cited
• 2009First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes124 cited
• 2003Morphological Development in Children's Writing.111 cited
• 2010A combined fMRI study of typed spelling and reading110 cited
• 1998Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary.109 cited
• 2005Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development93 cited