SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study
16 references·16 citing·32 second hopsampled
Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study (2010)Phonological awareness and rapid automati…Beneath the Surface of Developmental Dyslexia (2017)Beneath the Surface of Develo…On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)On the Anglocentricities of c…Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008)Development of word reading f…Teacher's Corner: Testing Measurement Invariance of Second-Order Factor Models (2005)Teacher's Corner: Testing Mea…Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Specific reading disability (…Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonemes, Rimes, Vocabulary, …Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis. (2004)Kindergarten Prediction of Re…Foundation literacy acquisition in European orthographies (2003)Foundation literacy acquisiti…Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)Evaluating Goodness-of-Fit In…Comprehensive Test of Phonological Processing (2001)Comprehensive Test of Phonolo…The double-deficit hypothesis for the developmental dyslexias. (1999)The double-deficit hypothesis…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. (1997)Changing relations between ph…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. (1994)Development of reading-relate…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis (2022)Rapid Automatized Naming (RAN…Cognitive Precursors of Reading: A Cross-Linguistic Perspective (2021)Cognitive Precursors of Readi…Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia (2020)Personality, Behavior Charact…Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? (2019)Reading and Spelling Developm…Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia (2019)Cracking the Code: The Impact…Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study (2018)Phonological Awareness and Ra…Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills (2018)Learning to read in Chinese: …Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency (2017)Equivalence of Screen Versus …The precursors of double dissociation between reading and spelling in a transparent orthography (2016)The precursors of double diss…Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016)Math self-concept in preschoo…Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties (2016)Alphanumeric and non-alphanum…Unique predictors of early reading and writing: A one-year longitudinal study of Chinese kindergarteners (2015)Unique predictors of early re…Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency (2015)Modeling the relationship bet…A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography (2015)A comparison of orthographic …The dyslexia debate (2012)The dyslexia debateThe Cognitive Linkage and Divergence of Spelling and Reading Development (2012)The Cognitive Linkage and Div…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)The role of knowledge in discourse comprehension: A construction-integration model. (1988)Handbook of reading research (1991)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Preventing Reading Difficulties in Young Children (1998)Reinterpreting the development of reading skills (2005)Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Socioeconomic gradients predict individual differences in neurocognitive abilities (2007)Decoding, Reading, and Reading Disability (1986)A distributed, developmental model of word recognition and naming. (1989)From single to multiple deficit models of developmental disorders (2006)Toward a theory of automatic information processing in reading (1974)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Learning to Read Words: Theory, Findings, and Issues (2005)Phonological skills and their role in learning to read: A meta-analytic review. (2012)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)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)Scientific Research in Education (2002)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Comparative fit indexes in structural models. (1990)Alternative Ways of Assessing Model Fit (1992)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures (2003)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)The standards for educational and psychological testing. (2013)Measurement invariance conventions and reporting: The state of the art and future directions for psychological research (2016)Child Development and Emergent Literacy (1998)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)Word Knowledge in a Theory of Reading Comprehension (2013)Fluency: A review of developmental and remedial practices. (2003)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 2002Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance16,246 cited
  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 2003Foundation literacy acquisition in European orthographies2,601 cited
  • 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
  • 1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
  • 2017Beneath the Surface of Developmental Dyslexia1,528 cited
  • 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
  • 2001Comprehensive Test of Phonological Processing1,303 cited
  • 2004Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.1,086 cited
  • 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1,076 cited
  • 2005Teacher's Corner: Testing Measurement Invariance of Second-Order Factor Models1,032 cited

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

2008
On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography.
1,022 cited
  • 2004Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.833 cited
  • 2008Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.724 cited
  • Cited by

    • 2012The dyslexia debate131 cited
    • 2018Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study111 cited
    • 2021Cognitive Precursors of Reading: A Cross-Linguistic Perspective105 cited
    • 2020Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia92 cited
    • 2015Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency89 cited
    • 2019Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia85 cited
    • 2015Unique predictors of early reading and writing: A one-year longitudinal study of Chinese kindergarteners83 cited
    • 2017Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency78 cited
    • 2016Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties70 cited
    • 2018Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills68 cited
    • 2012The Cognitive Linkage and Divergence of Spelling and Reading Development68 cited
    • 2022Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis65 cited
    • 2015A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography65 cited
    • 2016Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender64 cited
    • 2016The precursors of double dissociation between reading and spelling in a transparent orthography63 cited
    • 2019Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?62 cited