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The Influence of Item Composition on RAN Letter Performance in First-Grade Children
16 references·4 citing·28 second hop
The Influence of Item Composition on RAN Letter Performance in First-Grade Children (2003)The Influence of Item Composition on RAN …Phonological Processes in Literacy (2013)Phonological Processes in Lit…Comprehensive Test of Phonological Processing (2001)Comprehensive Test of Phonolo…Preventing Reading Difficulties in Young Children (1998)Preventing Reading Difficulti…Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children (1997)Contributions of Phonological…Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. (1997)Changing relations between ph…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)Cognitive profiles of difficu…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Longitudinal Studies of Phonological Processing and Reading (1994)Longitudinal Studies of Phono…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 …Beginning to read: thinking and learning about print (1990)Beginning to read: thinking a…Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Learning to read and write: A…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)The nature of phonological pr…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Matthew Effects in Reading: S…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…What mechanism underlies the rapid automatized naming–reading relation? (2020)What mechanism underlies the …Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. (2018)Automaticity of word recognit…Eye-Movement Control in RAN and Reading (2016)Eye-Movement Control in RAN a…Mixture growth models of RAN and RAS row by row: insight into the reading system at work over time (2006)Mixture growth models of RAN …Correlation and causality (1979)Confirmatory Factor Analysis (1983)The role of knowledge in discourse comprehension: A construction-integration model. (1988)Handbook of reading research (1991)Foundation literacy acquisition in European orthographies (2003)The Principles of Psychology (1891)Statistical principles in experimental design. (1962)Thomas, Springfield, Illinois (1965)Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader (1988)Varieties of developmental dyslexia (1993)The Matthew Effect in Science (1968)The Matthew effect in science. The reward and communication systems of science are considered. (1968)A theory of reading: From eye fixations to comprehension. (1980)A distributed, developmental model of word recognition and naming. (1989)The simple view of reading (1990)Toward a theory of automatic information processing in reading (1974)Decoding, Reading, and Reading Disability (1986)Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy (1995)Early reading acquisition and its relation to reading experience and ability 10 years later. (1997)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)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)Child Development and Emergent Literacy (1998)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Scientific Research in Education (2002)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Phonological skills and their role in learning to read: A meta-analytic review. (2012)
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References

  • 1998Preventing Reading Difficulties in Young Children5,494 cited
  • 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy5,213 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
  • 1990Beginning to read: thinking and learning about print2,521 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
  • 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1,925 cited
  • 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
  • 2001Comprehensive Test of Phonological Processing1,303 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
  • 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.

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931 cited
  • 1994Longitudinal Studies of Phonological Processing and Reading927 cited
  • 2013Phonological Processes in Literacy736 cited
  • 1997Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children641 cited
  • Cited by

    • 2016Eye-Movement Control in RAN and Reading51 cited
    • 2006Mixture growth models of RAN and RAS row by row: insight into the reading system at work over time50 cited
    • 2018Automaticity of word recognition is a unique predictor of reading fluency in middle-school students.41 cited
    • 2020What mechanism underlies the rapid automatized naming–reading relation?41 cited