On the interaction between phonological awareness and reading acquisition: It’s a two-way StreetShlomo Bentin A, Haya Leshem1993-12-01articleAnnals of Dyslexia141 citationsclosedNo readable copy stored yet — this record is metadata only.Reading and Literacy DevelopmentLanguage Development and DisordersCognitive and developmental aspects of mathematical skillsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 141 citations exist upstream.References1983Categorizing sounds and learning to read—a causal connection1985Reading Research Advances in Theory and Practice1991Phonological skills and learning to read1974Explicit syllable and phoneme segmentation in the young child2012Reading Research Quarterly1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1979Does awareness of speech as a sequence of phones arise spontaneously?1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?Cited by1995Transfer among phonological tasks in kindergarten: Essential instructional content.2001Correlates of early reading performance in a transparent orthography2010Why what we teach depends on when: Grade and reading intervention modality moderate effect size.2010Towards a further characterization of phonological and literacy problems in Dutch‐speaking children with dyslexia2010Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages2007Metalinguistic Awareness and Reading Performance: A Cross Language Comparison2004Frequency Discrimination Deficits in People With Specific Language Impairment2005Syllable splitting in literate and preliterate Hebrew speakers: Onsets and rimes or bodies and codas?