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Comprehensive Test of Phonological Processing
1 references·16 citing·52 second hop
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  • 2014Comprehensive Test of Phonological Processing493 cited

Cited by

  • 2011Cross‐language transfer of morphological awareness in Chinese–English bilinguals265 cited
  • 2019Children’s reading difficulties, language, and reflections on the simple view of reading245 cited
  • 2010Structural brain alterations associated with dyslexia predate reading onset239 cited
  • 2008The Efficacy of Fast ForWord Language Intervention in School-Age Children With Language Impairment: A Randomized Controlled Trial229 cited
  • 2009Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models215 cited
  • 2017The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development207 cited
  • 2008Does Early Reading Failure Decrease Children's Reading Motivation?192 cited
  • 2009What Influences Literacy Outcome in Children With Speech Sound Disorder?191 cited
  • 2006Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems182 cited
  • 2007The Cross-Linguistic Transfer of Early Literacy Skills: The Role of Initial L1 and L2 Skills and Language of Instruction176 cited
  • 2007Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities163 cited

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  • 2004Conditions for Sustaining Research-Based Practices in Early Reading Instruction162 cited
  • 2015The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2158 cited
  • 2007Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties153 cited
  • 2006Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems150 cited
  • 2012Individual differences in children’s literacy development: the contribution of orthographic knowledge149 cited