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Cited by

• 2002Development and disadvantage: implications for the early years and beyond276 cited
• 1989Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis260 cited
• 2009From scribbles to scrabble: preschool children’s developing knowledge of written language260 cited
• 1987Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction252 cited
• 1987Young Children's Concepts about Print and Reading: Toward a Model of Word Reading Acquisition246 cited
• 1999What's in a Name? Children's Name Writing and Literacy Acquisition235 cited
• 2003READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS210 cited
• 2000On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew203 cited
• 1984Does Environmental Print Identification Lead Children into Word Reading?181 cited
• 1996The role of importance and interest in the processing of text165 cited
• 2004Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999165 cited
• 2005Standardizing Knowledge in a Multicultural Society147 cited
• 1981Developmental Patterns and Interrelationships of Preschool Children's Print Awareness