SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Phonemes in Use: Multiple Activities for a Critical Process
9 references·1 citing·35 second hop
Phonemes in Use: Multiple Activities for a Critical Process (2008)Phonemes in Use: Multiple Activities for …Word Recognition in Beginning Literacy (2013)Word Recognition in Beginning…Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English (2013)Grapheme–Phoneme Knowledge Is…Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling (2003)Phonemic Awareness Instructio…Handbook of early literacy research (2002)Handbook of early literacy re…Road to the Code: A Phonological Awareness Program for Young Children. (2000)Road to the Code: A Phonologi…Road to the Code: A Phonological Awareness Program for Young Children (2000)Road to the Code: A Phonologi…Procedures for Word Learning: Making Discoveries about Words. (1997)Procedures for Word Learning:…Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (1995)Words Their Way: Word Study f…Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? (1991)Does Phoneme Awareness Traini…What Research Has to Say About Reading Instruction (2011)What Research Has to Say Abou…A pedagogy of Multiliteracies Designing Social Futures (1996)Fluency: A review of developmental and remedial practices. (2003)Introduction to response to intervention: What, why, and how valid is it? (2006)Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet (2007)Effective Practices for Developing Reading Comprehension (2009)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)A distributed, developmental model of word recognition and naming. (1989)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Young Readers' Use of Phonological Information (2006)Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011)Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning (2013)Perception of the speech code. (1967)Decoding, Reading, and Reading Disability (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Theoretical Models and Processes of Reading (1987)Handbook of reading research (1991)Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters (2000)The Prevention of Reading Difficulties (2002)Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms (2004)Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development (2007)Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners (2006)Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia (2018)Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments (2018)Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study (2002)Learning to Read Words: Theory, Findings, and Issues (2005)To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. (2011)Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten (2009)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)PISA 2018 Assessment and Analytical Framework (2019)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)
this work references cited by second hop

References

  • 2013Word Recognition in Beginning Literacy1,163 cited
  • 2002Handbook of early literacy research1,123 cited
  • 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?963 cited
  • 1995Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction593 cited
  • 2013Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English464 cited
  • 1997Procedures for Word Learning: Making Discoveries about Words.90 cited
  • 2003Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling88 cited
  • 2000Road to the Code: A Phonological Awareness Program for Young Children.60 cited
  • 2000Road to the Code: A Phonological Awareness Program for Young Children54 cited

Cited by

  • 2011What Research Has to Say About Reading Instruction1,103 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work