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Phonological and orthographic processing: Their roles in reading prediction

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References

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
1991Phonological skills and learning to read1,492 cited
1974Explicit syllable and phoneme segmentation in the young child1,378 cited
1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader1,078 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
1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
1997Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children641 cited
1999Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.592 cited
1994Frames of reference for the assessment of learning disabilities : new views on measurement issues591 cited
1984Sources of individual differences in reading acquisition.589 cited
2016Phonological Skills and Learning to Read553 cited
1987Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study.498 cited

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1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items487 cited

1997Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read449 cited

1984Phonological Awareness and Verbal Short-Term Memory433 cited

Cited by

2010Kindergarten Predictors of Second Versus Eighth Grade Reading Comprehension Impairments137 cited
2007Rapid naming speed and reading across languages that vary in orthographic consistency134 cited
2008Rapid Naming Components and Their Relationship With Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes130 cited
2015Reading disabilities in children: A selective meta-analysis of the cognitive literature122 cited
2009RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?115 cited
2013Variables predictoras de la lectura y la escritura en castellano104 cited
2010Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes104 cited
2012Sounds, letters and meanings: the independent influences of phonological, morphological and orthographic skills on early word reading accuracy101 cited
2009Phonological Awareness and Word Recognition in Reading by Children With Autism93 cited
2017Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese89 cited
2008Kindergarten Predictors of Recurring Externalizing and Internalizing Psychopathology in the Third and Fifth Grades88 cited
2017Preschool predictors of later reading comprehension ability: a systematic review79 cited
2017Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development76 cited
2010Developing Early Literacy Skills76 cited
2006The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls73 cited
2007Dutch dyslexic adolescents: phonological-core variable-orthographic differences70 cited