References

• 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy5,405 cited
• 1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,463 cited
• 1983Categorizing sounds and learning to read—a causal connection3,093 cited
• 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.2,002 cited
• 1974Explicit syllable and phoneme segmentation in the young child1,413 cited
• 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,326 cited
• 1979Does awareness of speech as a sequence of phones arise spontaneously?1,175 cited
• 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?963 cited
• 1999Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.742 cited
• 1994Defining phonological awareness and its relationship to early reading.680 cited
• 1999Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.612 cited
• 1991Evaluation of a program to teach phonemic awareness to young children.463 cited
• 1997Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read449 cited