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Cited by

• 2002Phoneme awareness and pathways into literacy: A comparison of German and American children247 cited
• 2000Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children228 cited
• 2005Assessing children's inference generation: What do tests of reading comprehension measure?226 cited
• 2004Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective213 cited
• 2004A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch.212 cited
• 2009Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties210 cited
• 2000Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.200 cited
• 2007Specific Disorders and Broader Phenotypes: The Case of Dyslexia196 cited
• 2006Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia.194 cited
• 2006Paired-associate learning, phoneme awareness, and learning to read170 cited
• 2005Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart168 cited
• 2006Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia168 cited