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Concurrent and Longitudinal Predictors of Reading: The Role of Metalinguistic and Short‐Term Memory Skills

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References

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1983Reading for meaning and reading for sound in autistic and dyslexic children505 cited
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1997Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read449 cited
1979The speech code and learning to read.

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390 cited

1984Speech rate and the development of short-term memory span381 cited

1998Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension363 cited

Cited by

2002Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes213 cited
2007Syntactic awareness and reading ability: Is there any evidence for a special relationship?213 cited
2005Developmental consequences of poor phonological short‐term memory function in childhood: a longitudinal study207 cited
2010Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children152 cited
2002Follow‐up study investigating the benefits of phonological awareness intervention for children with spoken language impairment152 cited
2001Phonological and orthographic processing: Their roles in reading prediction145 cited
2014Writing and Literacy in Chinese, Korean and Japanese138 cited
2012Predictors of reading in children with Chinese as a first language: a developmental and cross-linguistic perspective131 cited
2005Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States.113 cited
2003Cognitive antecedents of early reading ability: A test of the modularity hypothesis113 cited
2011The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study107 cited
2010The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition—a cross-classified multilevel model approach.107 cited
2003Phonological awareness, speech development, and letter knowledge in preschool children100 cited
2006Changes in letter sound knowledge are associated with development of phonological awareness in pre‐school children99 cited
2001Does strength of phonological representations predict phonological awareness in preschool children?91 cited
2017Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models.87 cited