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Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period

16 references·1 citing·52 second hopsampled

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References

2002Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.1,694 cited
2012Phonological skills and their role in learning to read: A meta-analytic review.1,300 cited
2004Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development682 cited
2008Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension670 cited
2010A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties404 cited
2006The Dimensionality of Language Ability in School-Age Children212 cited
2014The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models204 cited
2018Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age.182 cited
2015The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2158 cited
2016Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades123 cited
2002The effects of morphological versus phonological awareness training in kindergarten on reading development105 cited
2019Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia85 cited

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2020

Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy

75 cited

2019Reading and Oral Vocabulary Development in Early Adolescence69 cited

2016Preschool morphological training produces long-term improvements in reading comprehension65 cited

2018Stability of core language skill from infancy to adolescence in typical and atypical development50 cited

Cited by

2025Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model40 cited