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Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers

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References

1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1,925 cited
1999Young children's phonological awareness and nonword repetition as a function of vocabulary development.615 cited
1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items487 cited
1995Toward a definition of dyslexia476 cited
2000The double-deficit hypothesis and difficulties in learning to read a regular orthography.433 cited
1997Phonological Awareness Deficits in Developmental Dyslexia and the Phonological Representations Hypothesis415 cited
1993The Role of Vocabulary Development in Children′s Spoken Word Recognition and Segmentation Ability392 cited
2000Foundations of reading acquisition and dyslexia: Implications for early intervention.377 cited
1998Dynamic testing.326 cited
1986Segmentation and speech perception in relation to reading skill: A developmental analysis257 cited
1994Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items223 cited
2002Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis.220 cited
2010A Survey of English Spelling205 cited
1994The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis

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185 cited

2004Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.184 cited

2000Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit170 cited

Cited by

2009Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness116 cited
2011Impairments in speech and nonspeech sound categorization in children with dyslexia are driven by temporal processing difficulties106 cited
2013The nature and specificity of paired associate learning deficits in children with dyslexia95 cited
2019What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.93 cited
2010Executive working memory processes in dyslexia: Behavioral and fMRI evidence88 cited
2012Evidence for a Specific Impairment of Serial Order Short‐term Memory in Dyslexic Children81 cited
2013Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL–reading relationship?75 cited
2013Impaired short-term memory for order in adults with dyslexia69 cited
2007Phonological working memory in German children with poor reading and spelling abilities64 cited
2005Differences between written and spoken input in learning new words64 cited
2010Auditory temporal processing and dyslexia in an orthographically consistent language63 cited
2012Multiple mediation analysis of the relationship between rapid naming and reading62 cited
2014Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 958 cited
2018Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia58 cited
2008Phonology in Second Language Reading: Not an Optional Extra56 cited
2018Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits54 cited