Cited by

• 2010Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten81 cited
• 2012Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators73 cited
• 2012Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling67 cited
• 2012A letter visual-similarity matrix for Latin-based alphabets63 cited
• 2009The proper name as starting point for basic reading skills60 cited
• 2009Name writing and letter knowledge in preschoolers: Incongruities in skills and the usefulness of name writing as a developmental indicator58 cited
• 2009Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge53 cited
• 2013How does graphotactic knowledge influence children's learning of new spellings?52 cited
• 2016Into the Looking Glass: Literacy Acquisition and Mirror Invariance in Preschool and First-Grade Children45 cited
• 2010Theoretical Explanations for Preschoolers' Lowercase Alphabet Knowledge40 cited
• 2017Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers37 cited
• 2016Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children29 cited
• 2008Using Clicker 5 to Enhance Emergent Literacy in Young Learners29 cited
• 2013Associations Among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children At Risk of School Failure29 cited
• 2012Factors associated with lowercase alphabet naming in kindergarteners28 cited
• 2009Learning About Writing Begins Informally27 cited