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Evidence for a simplicity principle: teaching common complex grapheme‐to‐phonemes improves reading and motivation in at‐risk readers
16 references·2 citing·42 second hop
Evidence for a simplicity principle: teaching common complex grapheme‐to‐phonemes improves reading and motivation in at‐risk readers (2014)Evidence for a simplicity principle: teac…Phonics training for English-speaking poor readers (2012)Phonics training for English-…Evidence‐based interventions for reading and language difficulties: Creating a virtuous circle (2011)Evidence‐based interventions …A Dual-Route Approach to Orthographic Processing (2011)A Dual-Route Approach to Orth…Why what we teach depends on when: Grade and reading intervention modality moderate effect size. (2010)Why what we teach depends on …Solution-Focused Brief Therapy: Impacts on Academic and Emotional Difficulties (2010)Solution-Focused Brief Therap…Simplifying Reading: Applying the Simplicity Principle to Reading (2010)Simplifying Reading: Applying…Real books vs reading schemes: a new perspective from instructional psychology (2009)Real books vs reading schemes…Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis (2001)Systematic Phonics Instructio…DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)DRC: A dual route cascaded mo…Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)Teaching children to read: An…Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. (2000)Early reading-related skills …The role of instruction in learning to read: Preventing reading failure in at-risk children. (1998)The role of instruction in le…The Role of Decoding in Learning to Read. (1995)The Role of Decoding in Learn…Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. (1995)Development of young children…Training the word recognition skills of reading disabled children: Treatment and transfer effects. (1990)Training the word recognition…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial (2019)Teaching Grapheme–Phoneme Cor…Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia (2019)Predicting responsiveness to …Categorizing sounds and learning to read—a causal connection (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Interventions for children's language and literacy difficulties (2011)Efficacy of language intervention in the early years (2012)Developmental dyslexia: predicting individual risk (2015)A Reliability Coefficient for Maximum Likelihood Factor Analysis (1973)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Self-Efficacy and Academic Motivation (1991)Best news yet on the six-factor model of well-being (2006)Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? 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(2010)Advances in Motivation and Achievement (2014)CONSORT 2010 Statement: updated guidelines for reporting parallel group randomised trials (2010)CONSORT 2010 Statement: Updated Guidelines for Reporting Parallel Group Randomized Trials (2010)Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017)The Teaching and Learning Toolkit (2018)An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens (2023)Learning to Read: The Great Debate (1969)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters (2000)Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis. 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References

  • 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction4,310 cited
  • 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.4,245 cited
  • 1989A distributed, developmental model of word recognition and naming.3,902 cited
  • 2001Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis933 cited
  • 1998The role of instruction in learning to read: Preventing reading failure in at-risk children.896 cited
  • 1995Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.464 cited
  • 2011A Dual-Route Approach to Orthographic Processing459 cited
  • 2000Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study.342 cited
  • 2011Evidence‐based interventions for reading and language difficulties: Creating a virtuous circle286 cited
  • 2012Phonics training for English-speaking poor readers160 cited
  • 1995The Role of Decoding in Learning to Read.141 cited
  • 2010Why what we teach depends on when: Grade and reading intervention modality moderate effect size.129 cited
  • 1990Training the word recognition skills of reading disabled children: Treatment and transfer effects.126 cited

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  • 2010Simplifying Reading: Applying the Simplicity Principle to Reading75 cited
  • 2009Real books vs reading schemes: a new perspective from instructional psychology66 cited
  • 2010Solution-Focused Brief Therapy: Impacts on Academic and Emotional Difficulties64 cited
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    • 2019Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia28 cited
    • 2019Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial28 cited