References

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• 1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,463 cited
• 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,511 cited
• 1999The double-deficit hypothesis for the developmental dyslexias.1,924 cited
• 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,904 cited
• 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,631 cited
• 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,326 cited
• 2001Intensive Remedial Instruction for Children with Severe Reading Disabilities1,054 cited
• 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?963 cited
• 1996Cognitive 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.960 cited
• 1992The Nonword Reading Deficit in Developmental Dyslexia: A Review893 cited
• 2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters809 cited
• 1999