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Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement.

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References

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2009The Effects of Preschool Education427 cited

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2019

The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis

384 cited

1996Early linguistic abilities and reading development: A review and a hypothesis318 cited

2006Brain–behavior relationships in reading acquisition are modulated by socioeconomic factors292 cited

2008Successful Phonological Awareness Instruction With Preschool Children259 cited

2015Neurocognitive development in socioeconomic context: Multiple mechanisms and implications for measuring socioeconomic status250 cited

2008Socioeconomic status predicts hemispheric specialisation of the left inferior frontal gyrus in young children246 cited

1999Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers246 cited

2006Socioeconomic background modulates cognition–achievement relationships in reading220 cited

2000Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge219 cited

2012Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties217 cited

2001Mother–child joint writing in low SES215 cited

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2003How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers.208 cited

1999Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds205 cited