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Cited by

• 2011Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability126 cited
• 2008Home grown for reading: Parental contributions to young children's emergent literacy and word recognition.123 cited
• 2006The state of educational intervention research as viewed through the lens of literacy intervention123 cited
• 200857th Yearbook of the National Reading Conference121 cited
• 2007How Important Is Reading Skill Fluency for Comprehension?114 cited
• 2012Learning to See the Patterns in Chinese Characters111 cited
• 2007Brain Activation during Sentence Comprehension among Good and Poor Readers107 cited
• 2006Changes in letter sound knowledge are associated with development of phonological awareness in pre‐school children99 cited
• 2008Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children97 cited
• 2005Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development93 cited
• 1999National Literacy Strategy: Review of research and other related evidence89 cited
• 2009From grapheme to word in reading acquisition in Spanish71 cited
• 2004Are university students' component reading skills related to their text comprehension and academic achievement?