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Effects of two types of phonological awareness training on word learning in kindergarten children.

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References

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Cited by

2000Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.320 cited
2005Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.280 cited
2006Who Are the Young Children for Whom Best Practices in Reading Are Ineffective?272 cited

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2008

Dynamic Assessment and Response to Intervention

241 cited

2013Taking working memory training from the laboratory into schools233 cited

1999Phonological Awareness Intervention Research: A Critical Review of the Experimental Methodology224 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

2007Phonological Awareness Intervention: Beyond the Basics219 cited

2004The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions212 cited

2003Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children208 cited

1994Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms207 cited

2006Development, Assessment, and Promotion of Preliteracy Skills195 cited

2004Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.184 cited

2003Focusing Attention on Decoding for Children With Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention181 cited

2005Tiers of Intervention in Kindergarten Through Third Grade158 cited

2009The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.157 cited