Cited by

• 2020Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review169 cited
• 2008Letter knowledge predicts Grade 4 reading fluency and reading comprehension157 cited
• 2005French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4)147 cited
• 2017Learning to Spell Words: Findings, Theories, and Issues144 cited
• 2007Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers134 cited
• 2003Lexical orthographic knowledge develops from the beginning of literacy acquisition119 cited
• 2011Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth118 cited
• 2007Reading development and dyslexia in a transparent orthography: a survey of Spanish children116 cited
• 2008Consistency and word-frequency effects on spelling among first- to fifth-grade French children: A regression-based study110 cited
• 2008Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children97 cited
• 2006Phonological Errors Predominate in Arabic Spelling Across Grades 1–994 cited
• 2005A longitudinal study of phonological processing skills and reading in bilingual children85 cited
• 2009Reading and spelling acquisition in Thai children83 cited
• 2010Simplifying Reading: Applying the Simplicity Principle to Reading75 cited
• 2020Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic study70 cited
• 2004Linguistic Processes in Reading and Spelling: The Case of Alphabetic Writing Systems: English, French, German and Spanish67 cited