Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge

16 references·16 citing·25 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1989Structural Equations with Latent Variables17,500 cited
1991Structural Equations with Latent Variables.17,443 cited
1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy5,213 cited
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
1986Decoding, Reading, and Reading Disability3,969 cited
1958Social class and mental illness: Community study.3,755 cited
1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,297 cited
1959Social Class and Mental Illness3,282 cited
2004Handbook of research on multicultural education2,613 cited
1992Assessment of Children1,676 cited
2012Stanford-Binet Intelligence Scale1,664 cited
1982The relation between socioeconomic status and academic achievement.1,655 cited
1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,309 cited
1997

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

1,076 cited

1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?949 cited

Cited by

2007The NIH MRI study of normal brain development: Performance of a population based sample of healthy children aged 6 to 18 years on a neuropsychological battery243 cited
2006Socioeconomic background modulates cognition–achievement relationships in reading220 cited
2011Examining the contribution of handwriting and spelling to written expression in kindergarten children219 cited
2004African American and Caucasian Preschoolers’ Use of Decontextualized Language210 cited
2009Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach196 cited
2015Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence195 cited
2013Why poor children are more likely to become poor readers: The school years186 cited
2002Reading Development and Dyslexia185 cited
2010Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children170 cited
2020Preschool pathways to reading comprehension: A systematic meta-analytic review166 cited
2013Early teacher expectations disproportionately affect poor children's high school performance.150 cited
2013Why poor children are more likely to become poor readers: the early years144 cited
2009Persistence of literacy problems: spelling in adolescence and at mid‐life134 cited
2009Direct and indirect effects of parents' education on reading achievement among third graders in Sweden131 cited
2009Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start130 cited
2009Reading electronic and printed books with and without adult instruction: effects on emergent reading123 cited