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Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia.
16 references·16 citing·25 second hopsampled
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia. (2006)Predicting delayed letter knowledge devel…Foundation literacy acquisition in European orthographies (2003)Foundation literacy acquisiti…Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study (2002)Parental Involvement in the D…Boston Naming Test (2001)Boston Naming TestThe double-deficit hypothesis for the developmental dyslexias. (1999)The double-deficit hypothesis…The phonological loop as a language learning device. (1998)The phonological loop as a la…Preventing Reading Difficulties in Young Children (1998)Preventing Reading Difficulti…Child Development and Emergent Literacy (1998)Child Development and Emergen…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy (1995)Joint Book Reading Makes for …Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. (1994)Development of reading-relate…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)Beginning to read : Thinking …Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Phonological memory deficits …Beginning to read: thinking and learning about print (1990)Beginning to read: thinking a…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)The nature of phonological pr…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities (1976)Rapid ‘automatized’ naming (R…Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2 (2020)Home Literacy Activities and …Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2019)Long-term and domain-specific…Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9 (2019)Leisure Reading (But Not Any …The Sooner, the Better (2016)The Sooner, the BetterDyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia (2015)Dyslexia—Early Identification…The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1 (2012)The frequency of parents’ rea…How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. (2012)How many letters should presc…Children’s poor academic performance evokes parental homework assistance—but does it help? (2012)Children’s poor academic perf…Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers (2011)Maternal history of reading d…Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill (2010)Learning letter names and sou…Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1 (2009)Predictors of mothers' and fa…Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia (2009)Newborn Event-Related Potenti…Fostering alphabet knowledge development: a comparison of two instructional approaches (2009)Fostering alphabet knowledge …Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes (2008)Developmental Links of Very E…Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors (2008)Beginning to read across lang…Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007)Modeling the Early Paths of P…Correlation and causality (1979)Confirmatory Factor Analysis (1983)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)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)Actual Minds, Possible Worlds. (1986)The role of deliberate practice in the acquisition of expert performance. (1993)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)A First Language: The Early Stages (1974)Language Learnability and Language Development (1986)Working memory: looking back and looking forward (2003)On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes (2005)Working Memory: Theories, Models, and Controversies (2011)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)School readiness and later achievement. (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Very Early Language Deficits in Dyslexic Children (1990)Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. (1996)Price of Adaptation—Allostatic Load and Its Health Consequences (1997)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1998Preventing Reading Difficulties in Young Children5,494 cited
  • 2001Boston Naming Test4,378 cited
  • 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.4,376 cited
  • 1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,297 cited
  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 1998Child Development and Emergent Literacy2,622 cited
  • 2003Foundation literacy acquisition in European orthographies2,601 cited
  • 1990Beginning to read: thinking and learning about print2,521 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
  • 1998The phonological loop as a language learning device.2,200 cited
  • 2002Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study2,136 cited
  • 1995Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy2,063 cited
  • 1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
  • 1990Phonological memory deficits in language disordered children: Is there a causal connection?1,487 cited

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  • 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities1,457 cited
  • 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
  • Cited by

    • 2019Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9176 cited
    • 2009Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia146 cited
    • 2008Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes137 cited
    • 2010Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill129 cited
    • 2012The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1124 cited
    • 2020Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2122 cited
    • 2015Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia120 cited
    • 2019Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school120 cited
    • 2009Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1120 cited
    • 2016The Sooner, the Better110 cited
    • 2007Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia106 cited
    • 2009Fostering alphabet knowledge development: a comparison of two instructional approaches97 cited
    • 2012How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement.93 cited
    • 2008Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors92 cited
    • 2011Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers89 cited
    • 2012Children’s poor academic performance evokes parental homework assistance—but does it help?89 cited