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The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination
16 references·1 citing·33 second hop
The relations of early phonological awareness, rapid‐naming and speed of processing with the development of spelling and reading: a longitudinal examination (2018)The relations of early phonological aware…On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)On the Anglocentricities of c…Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008)Development of word reading f…Learning to Read Words: Theory, Findings, and Issues (2005)Learning to Read Words: Theor…Foundation literacy acquisition in European orthographies (2003)Foundation literacy acquisiti…Naming-Speed Processes, Timing, and Reading (2000)Naming-Speed Processes, Timin…The double-deficit hypothesis for the developmental dyslexias. (1999)The double-deficit hypothesis…Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. (1997)Changing relations between ph…Structural Equation Modeling: Concepts, Issues, and Applications. (1996)Structural Equation Modeling:…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. (1994)Development of reading-relate…Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia (1993)Theoretical links among namin…Characteristics of developmental dyslexia in a regular writing system (1993)Characteristics of developmen…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)The nature of phonological pr…Assessing phonological awareness in kindergarten children: Issues of task comparability (1984)Assessing phonological awaren…Cognitive processes in spelling (1981)Cognitive processes in spelli…Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children (1974)Rapid “Automatized” Naming of…Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura (2020)Desarrollo de la conciencia f…Correlation and causality (1979)Confirmatory Factor Analysis (1983)Child Development and Emergent Literacy (1998)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)The role of knowledge in discourse comprehension: A construction-integration model. (1988)Handbook of reading research (1991)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Decoding, Reading, and Reading Disability (1986)A distributed, developmental model of word recognition and naming. (1989)Comprehensive Test of Phonological Processing (2001)From single to multiple deficit models of developmental disorders (2006)Preventing Reading Difficulties in Young Children (1998)Orthographic Depth and Its Impact on Universal Predictors of Reading (2010)Developmental dyslexia (2012)How many words do we read per minute? A review and meta-analysis of reading rate (2019)Toward a theory of automatic information processing in reading (1974)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning (2013)Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Scientific Research in Education (2002)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Principles and practice in reporting structural equation analyses. (2002)How to Write Up and Report PLS Analyses (2009)An assessment of the use of partial least squares structural equation modeling in marketing research (2011)Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. (2000)Is there a causal link from phonological awareness to success in learning to read? (2003)Conscious and unconscious perception: An approach to the relations between phenomenal experience and perceptual processes (1983)How Psychological Science Informs the Teaching of Reading (2001)Vocabulary in Language Teaching (2020)
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References

  • 1996Structural Equation Modeling: Concepts, Issues, and Applications.6,812 cited
  • 1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,297 cited
  • 2003Foundation literacy acquisition in European orthographies2,601 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
  • 1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
  • 2005Learning to Read Words: Theory, Findings, and Issues1,430 cited
  • 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
  • 1981Cognitive processes in spelling1,078 cited
  • 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1,076 cited
  • 2008On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography.1,022 cited
  • 1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
  • 1974Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children771 cited
  • 2008Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.724 cited

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2000
Naming-Speed Processes, Timing, and Reading
710 cited
  • 1993Characteristics of developmental dyslexia in a regular writing system696 cited
  • 1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia663 cited
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    • 2020Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura40 cited