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What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades?
16 references·0 citing·32 second hop
What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades? (2014)What are the Early Indicators of Persiste…Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Developmental Dyslexia and Sp…Beyond phonological skills: broader language skills contribute to the development of reading (2004)Beyond phonological skills: b…The double-deficit hypothesis for the developmental dyslexias. (1999)The double-deficit hypothesis…Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis (1999)Phonological Recoding and Ort…Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. (1996)Developmental lag versus defi…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phenotypic performance profil…Persistence of dyslexics' phonological awareness deficits. (1992)Persistence of dyslexics' pho…Very Early Language Deficits in Dyslexic Children (1990)Very Early Language Deficits …Beginning to read: thinking and learning about print (1990)Beginning to read: thinking a…A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation (1990)A Prospective Study of the Re…Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader (1988)Explaining the Differences Be…Mandarin Chinese: A Functional Reference Grammar (1987)Mandarin Chinese: A Functiona…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency (1980)Toward an Interactive-Compens…A Grammar of Spoken Chinese (1972)A Grammar of Spoken ChineseReading: A psycholinguistic guessing game (1967)Interaction of information in word recognition. (1969)Toward a theory of automatic information processing in reading (1974)Strategies of Discourse Comprehension (1985)The simple view of reading (1990)Handbook of research on teaching (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Handbook of reading research (1991)Foundation literacy acquisition in European orthographies (2003)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Decoding, Reading, and Reading Disability (1986)A distributed, developmental model of word recognition and naming. (1989)Comprehensive Test of Phonological Processing (2001)From single to multiple deficit models of developmental disorders (2006)Difficulties in auditory organisation as a possible cause of reading backwardness (1978)Toward a Psychology of Reading (1978)Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten (1980)Child Development and Emergent Literacy (1998)Individual differences in working memory and reading (1980)The Modularity of Mind (1983)Comprehension: A Paradigm for Cognition (1998)Are Specific Language Impairment and Dyslexia Distinct Disorders? (2005)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Diagnostic and Statistical Manual of Mental Disorders (2013)On the distribution and reference of empty pronouns (1984)Bare and Not-So-Bare Nouns and the Structure of NP (1999)Cognitive Status and the form of Referring Expressions in Discourse (2019)The Oxford Handbook of Grammaticalization (2011)Regularity in semantic change (2024)Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018)
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References

  • 1983Categorizing sounds and learning to read—a causal connection3,093 cited
  • 1972A Grammar of Spoken Chinese3,087 cited
  • 1987Mandarin Chinese: A Functional Reference Grammar2,906 cited
  • 1990Beginning to read: thinking and learning about print2,529 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,511 cited
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  • 1980Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency1,745 cited
  • 2004Developmental Dyslexia and Specific Language Impairment: Same or Different?1,468 cited
  • 1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.1,282 cited
  • 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader1,106 cited
  • 1990A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation1,089 cited
  • 1990Very Early Language Deficits in Dyslexic Children870 cited
  • 1996Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.820 cited
  • 1999Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis

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798 cited
  • 1992Persistence of dyslexics' phonological awareness deficits.798 cited
  • 2004Beyond phonological skills: broader language skills contribute to the development of reading731 cited
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