Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Pseudohomophone Effects and Phonological Recoding Procedures in Reading Development in English and German

16 references·16 citing·39 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1983Categorizing sounds and learning to read—a causal connection3,022 cited
1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
2017Beneath the Surface of Developmental Dyslexia1,528 cited
2022Access to the Internal Lexicon1,303 cited
1987A ROWS is a ROSE: Spelling, sound, and reading867 cited
1998Toward a strong phonological theory of visual word recognition: True issues and false trails.695 cited
1987Strategies for visual word recognition and orthographical depth: A multilingual comparison.683 cited
1971Evidence for phonemic recoding in visual word recognition633 cited
1980Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten605 cited
1997The impact of orthographic consistency on dyslexia: A German-English comparison582 cited
1995The special role of rimes in the description, use, and acquisition of English orthography.505 cited
1995Phonological awareness and visual skills in learning to read Chinese and English444 cited
1994The influence of orthographic consistency on reading development: word recognition in English and German children429 cited
1988Word identification in reading proceeds from spelling to sound to meaning.418 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1988Does reading develop in a sequence of stages?400 cited

1998Differences in Phonological Recoding in German- and English-Speaking Children380 cited

Cited by

2012Evidence for multiple routes in learning to read167 cited
2005The effects of spelling consistency on phonological awareness: A comparison of English and German161 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
2008Synthetic phonics and the teaching of reading144 cited
2005The role of phonological recoding in orthographic learning134 cited
2014The Importance of Early Sign Language Acquisition for Deaf Readers132 cited
2011Morphological processing in reading acquisition: A cross-linguistic perspective130 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
2013Orthographic and phonological contributions to reading development: Tracking developmental trajectories using masked priming.105 cited
2008Pseudohomophone effects provide evidence of early lexico‐phonological processing in visual word recognition103 cited
2003Do current connectionist learning models account for reading development in different languages?100 cited
2009The Impact of Second Language Learning on Semantic and Nonsemantic First Language Reading96 cited
2005Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children94 cited
2002In the Beginning Was the Rhyme? A Reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart (2002)92 cited
2014Effects of orthographic consistency on eye movement behavior: German and English children and adults process the same words differently88 cited