Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Early Identification of Children at Risk for Reading Disabilities

16 references·14 citing·41 second hop

FromToDepth

this work references cited by second hop

References

1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,297 cited
2012Reading Research Quarterly1,375 cited
1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,309 cited
1985Rhyme and Reason in Reading and Spelling889 cited
1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
1989IQ Is Irrelevant to the Definition of Learning Disabilities617 cited
1980Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten605 cited
1984Sources of individual differences in reading acquisition.589 cited
1979Dyslexia: An Appraisal of Current Knowledge504 cited
1976Naming of object-drawings by dyslexic and other learning disabled children447 cited
1986Automaticity, Retrieval Processes, and Reading: A Longitudinal Study in Average and Impaired Readers323 cited
1988The right and wrong places to look for the cognitive locus of reading disability277 cited
1988Phoneme segmentation training: Effect on reading readiness266 cited
2014Journal of Learning Disabilities214 cited
1990Phonological processes as predictors of specific reading skills in children at risk for reading failure

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

155 cited

1984Longitudinal prediction and prevention of early reading difficulty154 cited

Cited by

2004Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS97 cited
2003LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION90 cited
1998Longitudinal course of rapid naming in disabled and nondisabled readers86 cited
2002The Relationships of Phonemic Awareness and Rapid Naming to Reading Development84 cited
2015Children’s Phonological Awareness as a Predictor of Reading and Spelling66 cited
2020Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis65 cited
2022Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis65 cited
2002Explaining the Predictive Accuracy of Teacher Judgments of Their Students' Reading Achievement: The Role of Gender, Classroom Behavior, and Emergent Literacy Skills in a Longitudinal Sample of Children Exposed to Poverty62 cited
2000Two Alternative Ways to Model the Relation Between Reading Accuracy and Phonological Awareness at Preschool Age60 cited
2009Prekindergarten Teachers' Verbal References to Print During Classroom-Based, Large-Group Shared Reading59 cited
2001Comparing the Predictive Validity of First Grade Teacher Ratings and Reading-Related Tests on Third Grade Levels of Reading Skills in Young Children Exposed to Poverty52 cited
2004Early Identification42 cited
2001Do Students With and Without Lexical Retrieval Weaknesses Respond Differently to Instruction?41 cited
2008Same or different? Insights into the etiology of phonological awareness and rapid naming38 cited