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FROM PRINT TO MEANING AND FROM PRINT TO SOUND, OR HOW TO READ WITHOUT KNOWING HOW TO SPELL
0 references·8 citing·32 second hop
FROM PRINT TO MEANING AND FROM PRINT TO SOUND, OR HOW TO READ WITHOUT KNOWING HOW TO SPELL (1978)FROM PRINT TO MEANING AND FROM PRINT TO S…Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia (2017)Do reading and spelling share…Effects of reading skill on component spelling skills (1990)Effects of reading skill on c…Relationship of verbal ability and working memory to spelling achievement and learning to spell (1988)Relationship of verbal abilit…Learning to Spell: Three Studies at the University Level (1986)Learning to Spell: Three Stud…Specific Spelling Problems (1984)Specific Spelling ProblemsThe salience of silent letters in children’s memory for word spellings (1982)The salience of silent letter…Recognition of Spellings Printed in Lower and Mixed Case: Evidence for Orthographic Images (1982)Recognition of Spellings Prin…CHILDREN WITH READING AND SPELLING RETARDATION: FUNCTIONING OF WHOLE‐WORD AND CORRESPONDENCE‐RULE MECHANISMS (1981)CHILDREN WITH READING AND SPE…Perception of the speech code. (1967)The Sound Pattern of English (1968)Cognitive processes in spelling (1981)Orthographic effects on rhyme monitoring. (1979)The mnemonic value of orthography among beginning readers. (1979)The influence of orthography on readers' conceptualization of the phonemic structure of words (1980)Phases of development in learning to read words by sight (1995)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Wide Range Achievement Test-Revised (1987)Best Practices in Spelling Instruction: A Research Summary. (2001)The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study (2001)Orthographic processing and visual sequential memory in unexpectedly poor spellers (2008)Wide Range Achievement Test (2017)Developmental Dyslexia: a Diagnostic Approach Based on Three Atypical Reading‐spelling Patterns (1973)THE CONCEPT OF SPECIFIC READING RETARDATION (1975)Word identification in reading and the promise of subsymbolic psycholinguistics. (1990)Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis (1999)Cognitive Processes in Spelling (1982)THE SHARED KNOWLEDGE OF READING AND WRITING (1987)Basic Processes in Reading (2017)Individual differences in working memory and reading (1980)Architecture of Cognition (1983)We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis (1989)Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. (1999)Working memory: looking back and looking forward (2003)Categorizing sounds and learning to read—a causal connection (1983)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Peabody Picture Vocabulary Test (2010)Preliminary letter identification in the perception of words and nonwords. (1976)Phonemic segmentation and spelling (1983)Children’s and adults’ use of spelling-sound information in three reading tasks (1984)
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  • 1981CHILDREN WITH READING AND SPELLING RETARDATION: FUNCTIONING OF WHOLE‐WORD AND CORRESPONDENCE‐RULE MECHANISMS41 cited
  • 1988Relationship of verbal ability and working memory to spelling achievement and learning to spell38 cited
  • 1990Effects of reading skill on component spelling skills34 cited
  • 1982Recognition of Spellings Printed in Lower and Mixed Case: Evidence for Orthographic Images33 cited
  • 1982The salience of silent letters in children’s memory for word spellings30 cited
  • 2017Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia23 cited
  • 1984Specific Spelling Problems23 cited
  • 1986Learning to Spell: Three Studies at the University Level22 cited

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