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Reading in Thai: the case of misaligned vowels
16 references·0 citing·46 second hop
Reading in Thai: the case of misaligned vowels (2008)Reading in Thai: the case of misaligned v…Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Reading Acquisition, Developm…Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness (2002)Phoneme Awareness Is a Better…The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study (2001)The Foundations of Spelling A…Identical Words are Read Differently in Different Languages (2001)Identical Words are Read Diff…DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)DRC: A dual route cascaded mo…Early Sensitivity to Language-Specific Spatial Categories in English and Korean (1999)Early Sensitivity to Language…A cross-linguistic comparison of phonological awareness and word recognition (1999)A cross-linguistic comparison…Unspaced text interferes with both word identification and eye movement control (1998)Unspaced text interferes with…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…Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. (1993)Evaluation of a program to te…Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns (1991)Learning to express motion ev…How German-speaking first graders read and spell: Doubts on the importance of the logographic stage (1990)How German-speaking first gra…Orthographic Analogies and Reading Development (1988)Orthographic Analogies and Re…Strategies for visual word recognition and orthographical depth: A multilingual comparison. (1987)Strategies for visual word re…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)A distributed, developmental model of word recognition and naming. (1989)The development of phonological awareness in preschool children. (2003)The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. 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References

  • 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.4,245 cited
  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 2005Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.2,863 cited
  • 1991Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns1,003 cited
  • 1987Strategies for visual word recognition and orthographical depth: A multilingual comparison.683 cited
  • 2001The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study515 cited
  • 1994The influence of orthographic consistency on reading development: word recognition in English and German children429 cited
  • 2002Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness427 cited
  • 1993Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.366 cited
  • 1998Unspaced text interferes with both word identification and eye movement control314 cited
  • 1999A cross-linguistic comparison of phonological awareness and word recognition312 cited
  • 1993The Effect of Oral and Written Language Input on Children′s Phonological Awareness: A Cross-Linguistic Study305 cited
  • 1999Early Sensitivity to Language-Specific Spatial Categories in English and Korean273 cited

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  • 1988Orthographic Analogies and Reading Development232 cited
  • 2001Identical Words are Read Differently in Different Languages230 cited
  • 1990How German-speaking first graders read and spell: Doubts on the importance of the logographic stage213 cited
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