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Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification
16 references·1 citing·37 second hop
Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification (2002)Using Semantics, Grammar, Phonology, and …Wechsler Intelligence Scale for Children (2018)Wechsler Intelligence Scale f…Woodcock Reading Mastery Tests–Revised (2014)Woodcock Reading Mastery Test…Test of Word Reading Efficiency (2008)Test of Word Reading Efficien…Estimating the Risk of Future Reading Difficulties in Kindergarten Children (2001)Estimating the Risk of Future…Naming-Speed Processes, Timing, and Reading (2000)Naming-Speed Processes, Timin…Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation (1999)Language Basis of Reading and…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…Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phenotypic performance profil…Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia (1993)Theoretical links among namin…Alternative Ways of Assessing Model Fit (1992)Alternative Ways of Assessing…Beginning to read: thinking and learning about print (1990)Beginning to read: thinking a…Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985)Application of confirmatory f…Assessing Reliability and Stability in Panel Models (1977)Assessing Reliability and Sta…Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities (1976)Rapid ‘automatized’ naming (R…A Reliability Coefficient for Maximum Likelihood Factor Analysis (1973)A Reliability Coefficient for…Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment (2011)Initial Mental Graphemic Repr…Structural Model Evaluation and Modification: An Interval Estimation Approach (1990)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)The Principles of Psychology (1891)Statistical principles in experimental design. 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(2000)A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments (2002)Modern factor analysis (1960)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics (1981)Self-Efficacy and Academic Motivation (1991)Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)Measurement invariance conventions and reporting: The state of the art and future directions for psychological research (2016)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)Massive IQ gains in 14 nations: What IQ tests really measure. (1987)A Balance Theory of Wisdom (1998)Wechsler Intelligence Scale for Children (2020)Comparative fit indexes in structural models. (1990)The consideration of future consequences: Weighing immediate and distant outcomes of behavior. (1994)Exploring the Black Box: An Analysis of Work Group Diversity, Conflict and Performance (1999)Putting Time in Perspective: A Valid, Reliable Individual-Differences Metric (2014)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Intensive Remedial Instruction for Children with Severe Reading Disabilities (2001)Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis. (2004)Training writing skills: A cognitive developmental perspective (2008)
this work references cited by second hop

References

  • 1992Alternative Ways of Assessing Model Fit27,192 cited
  • 1973A Reliability Coefficient for Maximum Likelihood Factor Analysis7,327 cited
  • 1998Preventing Reading Difficulties in Young Children5,494 cited
  • 2018Wechsler Intelligence Scale for Children4,109 cited
  • 1985Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups.3,416 cited
  • 1977Assessing Reliability and Stability in Panel Models3,146 cited
  • 1990Beginning to read: thinking and learning about print2,521 cited
  • 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities1,457 cited
  • 2008Test of Word Reading Efficiency1,267 cited
  • 1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.1,250 cited
  • 2014Woodcock Reading Mastery Tests–Revised931 cited
  • 1999Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation716 cited
  • 2000Naming-Speed Processes, Timing, and Reading710 cited
  • 1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia663 cited

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1997
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
641 cited
  • 2001Estimating the Risk of Future Reading Difficulties in Kindergarten Children548 cited
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    • 2011Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment30 cited