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Knowledge foundations for teaching reading and spelling

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References

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
2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction4,310 cited
1998Meaningful Differences in the Everyday Experience of Young American Children4,173 cited
1996Meaningful differences in the everyday experience of young American children4,103 cited
1998The phonological loop as a language learning device.2,200 cited
2007Reading Ability: Lexical Quality to Comprehension2,093 cited
2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,495 cited
2006Introduction to response to intervention: What, why, and how valid is it?1,344 cited
2018Dynamic Indicators of Basic Early Literacy Skills1,051 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.931 cited
2001How Psychological Science Informs the Teaching of Reading929 cited
2007Learning disabilities: from identification to intervention874 cited
2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

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867 cited

2014Handbook of language and literacy : development and disorders552 cited

2004The voice of evidence in reading research.545 cited

2007Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development500 cited

Cited by

2019How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?244 cited
2011Teacher knowledge of basic language concepts and dyslexia202 cited
2009Starting small: Building preschool teacher knowledge that supports early literacy development199 cited
2010Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.194 cited
2010Are preservice teachers prepared to teach struggling readers?190 cited
2011Metalinguistic contributions to reading and spelling in second and third grade students173 cited
2013What Do Preservice Teachers from the USA and the UK Know about Dyslexia?100 cited
2013Morphological Awareness Intervention With Kindergarteners and First and Second Grade Students From Low SES Homes100 cited
2010The Grammar of Information97 cited
2017Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course96 cited
2011Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement94 cited
2021Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading88 cited
2015Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA83 cited
2016The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy83 cited
2010The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge80 cited
2019Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio‐economic status schools64 cited