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Reading student essays may be hazardous to your spelling: Effects of reading incorrectly and correctly spelled words.
6 references·5 citing·36 second hop
Reading student essays may be hazardous to your spelling: Effects of reading incorrectly and correctly spelled words. (1990)Reading student essays may be hazardous t…Encountering misspellings and spelling performance: Why wrong isn't right. (1988)Encountering misspellings and…Cognitive Processes in Spelling (1982)Cognitive Processes in Spelli…Unexpected spelling problems (1980)Unexpected spelling problemsThe logogen model and orthographic structure (1980)The logogen model and orthogr…Consciousness and Self-Regulation (1978)Consciousness and Self-Regula…Alternative Uses of Phonemic Information in Spelling (1973)Alternative Uses of Phonemic …La consistance orthographique en production verbale écrite : une brève synthèse (2008)La consistance orthographique…Efficacy of Error for the Correction of Initially Incorrect Assumptions and of Feedback for the Affirmation of Correct Responding: Learning in the Classroom (2005)Efficacy of Error for the Cor…Phonology constrains the internal orthographic representation (2001)Phonology constrains the inte…Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling (1997)Is it misspelled or is it mis…Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling (1997)Is it misspelled or is it mis…Strategies for visual word recognition and orthographical depth: A multilingual comparison. (1987)Chapter 4 The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis (1992)Toward a strong phonological theory of visual word recognition: True issues and false trails. (1998)Coordination of reading and spelling in early literacy development: An examination of the discrepancy hypothesis (2004)Vowel representation in written Hebrew: Phonological, orthographic and morphological contexts (2004)Evidence of Statistical Learning of Orthographic Representations in Grades 1–5: The Case of Silent Letters and Double Consonants in French (2018)An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)A distributed, developmental model of word recognition and naming. (1989)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary (2016)Review Lecture - The technology of teaching (1965)Learning with Media (1991)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)A frequency theory of verbal-discrimination learning. (1966)Psycholinguistics and reading (1973)Turning lies into truths: Referential validation of falsehoods. (1996)Cognitive processes in spelling (1981)DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)Phoneme-grapheme correspondences as cues to spelling improvement (1966)The Sound Pattern of English (1968)Reading, Writing, and Phonology (1970)Orthography and familiarity effects in word processing. (1979)Determinants of spelling ability in deaf and hearing adults: Access to linguistic structure (1983)Children's written and oral spelling (2000)Low-anxious, high-anxious, and repressive coping styles: Psychometric patterns and behavioral and physiological responses to stress. (1979)Personal strivings: An approach to personality and subjective well-being. (1986)Executive function in preschoolers: A review using an integrative framework. (2008)Word identification in reading and the promise of subsymbolic psycholinguistics. (1990)Assessing the Thinking Curriculum: New Tools for Educational Reform (1992)A capacity theory of writing: Working memory in composition (1996)The Development of Spelling Knowledge and Its Role in Reading Acquisition and Reading Disability (1989)Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. (2002)Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children (2005)The autocue? self-generated phonemic cues in the treatment of a disorder of reading and naming (1992)Outstanding questions about phonological processing in dyslexia (2001)Interplay between computational models and cognitive electrophysiology in visual word recognition (2006)
this work references cited by second hop

References

  • 1978Consciousness and Self-Regulation1,362 cited
  • 1982Cognitive Processes in Spelling587 cited
  • 1980Unexpected spelling problems307 cited
  • 1980The logogen model and orthographic structure192 cited
  • 1973Alternative Uses of Phonemic Information in Spelling96 cited
  • 1988Encountering misspellings and spelling performance: Why wrong isn't right.61 cited

Cited by

  • 2005Efficacy of Error for the Correction of Initially Incorrect Assumptions and of Feedback for the Affirmation of Correct Responding: Learning in the Classroom60 cited
  • 2001Phonology constrains the internal orthographic representation45 cited
  • 1997Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling35 cited
  • 2008La consistance orthographique en production verbale écrite : une brève synthèse30 cited
  • 1997Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling24 cited

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