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Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School
16 references·3 citing·41 second hop
Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School (2013)Classroom Phonological Awareness Instruct…Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment (2005)Facilitating Phoneme Awarenes…Language and phonological skills in children at high risk of reading difficulties (2004)Language and phonological ski…Phonological Awareness: From Research to Practice (2003)Phonological Awareness: From …Follow‐up study investigating the benefits of phonological awareness intervention for children with spoken language impairment (2002)Follow‐up study investigating…Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Phonemic Awareness Instructio…Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. (2001)Is reading important in readi…Estimating the Risk of Future Reading Difficulties in Kindergarten Children (2001)Estimating the Risk of Future…The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment (2000)The Efficacy of Phonological …Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement (2000)Peer-Assisted Learning Strate…La pauvreté chez les enfants des pays riches. Commentaires sur le « Rapport Innocenti ». UNICEF. 2000. A league Table of Child Poverty in Rich Nations . Innocenti Report Card. Issue No. 1. June 2000. United Nations Children's Fund, Innocenti Research Centre, Florence (2000)La pauvreté chez les enfants …Phonological Awareness Intervention Research: A Critical Review of the Experimental Methodology (1999)Phonological Awareness Interv…Grouping Practices and Reading Outcomes for Students with Disabilities (1999)Grouping Practices and Readin…Longitudinal Studies of Phonological Processing and Reading (1994)Longitudinal Studies of Phono…Defining phonological awareness and its relationship to early reading. (1994)Defining phonological awarene…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…The National Assessment of Educational Progress (1967)The National Assessment of Ed…A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school (2019)A better start to literacy le…Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools (2018)Unique Contributors to the Cu…A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment (2017)A culturally responsive frame…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. (1999)The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. (2003)Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development (2007)Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)A distributed, developmental model of word recognition and naming. (1989)Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review (2003)Fostering Literal and Inferential Language Skills in Head Start Preschoolers With Language Impairment Using Scripted Book-Sharing Discussions (2006)Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention (2008)Beneath the Surface of Developmental Dyslexia (2017)Meaningful differences in the everyday experience of young American children (1996)Meaningful Differences in the Everyday Experience of Young American Children (1998)Preventing Reading Difficulties in Young Children (1998)Why is letter-name knowledge such a good predictor of learning to read? (2005)Quality of language and literacy instruction in preschool classrooms serving at-risk pupils (2008)Neural systems predicting long-term outcome in dyslexia (2010)Decoding, Reading, and Reading Disability (1986)Dyslexia (1998)Naming-Speed Processes, Timing, and Reading (2000)A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments (2002)Handbook of reading research (1991)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Learning to Read Words: Theory, Findings, and Issues (2005)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)A systematic review of the association between childhood speech impairment and participation across the lifespan (2009)Word Recognition in Beginning Literacy (2013)Multisensory Integration as a Window into Orderly and Disrupted Cognition and Communication (2019)Born to be Happy? The Etiology of Subjective Well-Being (2009)Parental Involvement and Students’ Cognitive Outcomes in Korea (2010)A new version of the HBSC Family Affluence Scale - FAS III: Scottish Qualitative Findings from the International FAS Development Study (2015)Oral Language and Reading in Bilingual Children (2006)Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions (2008)Statistical Learning Is Related to Reading Ability in Children and Adults (2011)Child Development and Emergent Literacy (1998)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)A summary of major influences on attitude toward and achievement in science among adolescent students (1990)Assessing the Thinking Curriculum: New Tools for Educational Reform (1992)The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis (2013)
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References

  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,495 cited
  • 1994Longitudinal Studies of Phonological Processing and Reading927 cited
  • 2000La pauvreté chez les enfants des pays riches. Commentaires sur le « Rapport Innocenti ». UNICEF. 2000. A league Table of Child Poverty in Rich Nations . Innocenti Report Card. Issue No. 1. June 2000. United Nations Children's Fund, Innocenti Research Centre, Florence720 cited
  • 1994Defining phonological awareness and its relationship to early reading.652 cited
  • 2001Estimating the Risk of Future Reading Difficulties in Kindergarten Children548 cited
  • 2003Phonological Awareness: From Research to Practice531 cited
  • 2000The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment338 cited
  • 1967The National Assessment of Educational Progress324 cited
  • 2004Language and phonological skills in children at high risk of reading difficulties250 cited
  • 1999Phonological Awareness Intervention Research: A Critical Review of the Experimental Methodology224 cited
  • 2001Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.188 cited
  • 2005Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

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173 cited
  • 2000Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement168 cited
  • 2002Follow‐up study investigating the benefits of phonological awareness intervention for children with spoken language impairment152 cited
  • 1999Grouping Practices and Reading Outcomes for Students with Disabilities145 cited
  • Cited by

    • 2018Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools54 cited
    • 2019A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school52 cited
    • 2017A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment35 cited