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A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French
16 references·8 citing·35 second hop
A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French (1997)A longitudinal study of the effects of sy…Beneath the Surface of Developmental Dyslexia (2017)Beneath the Surface of Develo…The influence of orthographic consistency on reading development: word recognition in English and German children (1994)The influence of orthographic…The Effect of Oral and Written Language Input on Children′s Phonological Awareness: A Cross-Linguistic Study (1993)The Effect of Oral and Writte…Structure and Content in Language Production: A Theory of Frame Constraints in Phonological Speech Errors (1993)Structure and Content in Lang…Characteristics of developmental dyslexia in a regular writing system (1993)Characteristics of developmen…Beginning to Spell (1993)Beginning to SpellPhonological skills and learning to read (1991)Phonological skills and learn…Adaptation to language: Evidence from babbling and first words in four languages (1991)Adaptation to language: Evide…The role of the sonority cycle in core syllabification (1990)The role of the sonority cycl…A developmental framework for developmental dyslexia (1986)A developmental framework for…When does irregular spelling or pronunciation influence word recognition? (1984)When does irregular spelling …CV Phonology: A Generative Theory of the Syllable (1983)CV Phonology: A Generative Th…Dyslexia: Theory and Research (1981)Dyslexia: Theory and ResearchDevelopmental Dyslexia: a Diagnostic Approach Based on Three Atypical Reading‐spelling Patterns (1973)Developmental Dyslexia: a Dia…Studies in French and Comparative Phonetics (1966)Studies in French and Compara…Reading, Writing and Speech Problems in Children. (1937)Reading, Writing and Speech P…Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model (2025)Blueprint for a Universal The…Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8) (2013)Early predictors of future re…Acquisition of Malay word recognition skills: lessons from low-progress early readers (2010)Acquisition of Malay word rec…Reading and spelling acquisition in European Portuguese: a preliminary study (2007)Reading and spelling acquisit…From phonological recoding to lexical reading: A longitudinal study on reading development in Italian (2005)From phonological recoding to…Orthographic structure and deaf spelling errors: Syllables, letter frequency, and speech (2004)Orthographic structure and de…Linguistic Processes in Reading and Spelling: The Case of Alphabetic Writing Systems: English, French, German and Spanish (2004)Linguistic Processes in Readi…L'acquisition du langage. Volume II (2000)L'acquisition du langage. Vol…Explicit syllable and phoneme segmentation in the young child (1974)Categorizing sounds and learning to read—a causal connection (1983)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Word Formation in Generative Grammar (1976)An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)An interactive activation model of context effects in letter perception: II. The contextual enhancement effect and some tests and extensions of the model. (1982)Strategies for visual word recognition and orthographical depth: A multilingual comparison. (1987)Toward a strong phonological theory of visual word recognition: True issues and false trails. (1998)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia (1993)Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children (1997)Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. (1999)Do speakers have access to a mental syllabary? (1994)Prosodic Morphology: Constraint Interaction and Satisfaction (2001)358,534 nonwords: The ARC Nonword Database (2002)The missing foundation in teacher education: Knowledge of the structure of spoken and written language (1994)Phases of development in learning to read words by sight (1995)The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study (2001)Aspects of underspecification theory (1988)Tiers in articulatory phonology, with some implications for casual speech (1990)A Maximum Entropy Model of Phonotactics and Phonotactic Learning (2008)Very Early Language Deficits in Dyslexic Children (1990)The Nonword Reading Deficit in Developmental Dyslexia: A Review (1992)Scientific Research in Education (2002)Specific Deficits in Component Reading and Language Skills (1989)Word identification in reading and the promise of subsymbolic psycholinguistics. (1990)The neurological basis of developmental dyslexia: An overview and working hypothesis (2000)On the bases of two subtypes of development dyslexia (1996)Fluency: A review of developmental and remedial practices. (2003)Learning to Read Words: Theory, Findings, and Issues (2005)From single to multiple deficit models of developmental disorders (2006)
this work references cited by second hop

References

  • 2017Beneath the Surface of Developmental Dyslexia1,528 cited
  • 1991Phonological skills and learning to read1,492 cited
  • 1990The role of the sonority cycle in core syllabification1,430 cited
  • 1983CV Phonology: A Generative Theory of the Syllable937 cited
  • 1981Dyslexia: Theory and Research914 cited
  • 1937Reading, Writing and Speech Problems in Children.831 cited
  • 1973Developmental Dyslexia: a Diagnostic Approach Based on Three Atypical Reading‐spelling Patterns731 cited
  • 1993Characteristics of developmental dyslexia in a regular writing system696 cited
  • 1984When does irregular spelling or pronunciation influence word recognition?664 cited
  • 1993Beginning to Spell594 cited
  • 1991Adaptation to language: Evidence from babbling and first words in four languages441 cited
  • 1994The influence of orthographic consistency on reading development: word recognition in English and German children429 cited
  • 1986A developmental framework for developmental dyslexia342 cited
  • 1993The Effect of Oral and Written Language Input on Children′s Phonological Awareness: A Cross-Linguistic Study305 cited
  • 1993Structure and Content in Language Production: A Theory of Frame Constraints in Phonological Speech Errors

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285 cited
  • 1966Studies in French and Comparative Phonetics284 cited
  • Cited by

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    • 2005From phonological recoding to lexical reading: A longitudinal study on reading development in Italian61 cited
    • 2004Orthographic structure and deaf spelling errors: Syllables, letter frequency, and speech57 cited
    • 2007Reading and spelling acquisition in European Portuguese: a preliminary study54 cited
    • 2013Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8)48 cited
    • 2000L'acquisition du langage. Volume II46 cited
    • 2025Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model40 cited
    • 2010Acquisition of Malay word recognition skills: lessons from low-progress early readers35 cited