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Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities
16 references·1 citing·30 second hop
Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities (2020)Combined Phonological Awareness and Print…Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Contributions of morphology b…Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Specific reading disability (…Is there a causal link from phonological awareness to success in learning to read? (2003)Is there a causal link from p…A definition of dyslexia (2003)A definition of dyslexiaSystematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis (2001)Systematic Phonics Instructio…Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Phonemic Awareness Instructio…Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001)Oral Reading Fluency as an In…Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)Teaching children to read: An…Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. (2000)Development of emergent liter…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…Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)Phonological recoding and sel…Longitudinal Studies of Phonological Processing and Reading (1994)Longitudinal Studies of Phono…Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. (1994)Development of reading-relate…The simple view of reading (1990)The simple view of readingEffects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)Effects of an Extensive Progr…Decoding, Reading, and Reading Disability (1986)Decoding, Reading, and Readin…Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill (2022)Print Learning: A Theoretical…Handbook of research on teaching (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Handbook of reading research (1991)Foundation literacy acquisition in European orthographies (2003)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Toward a theory of automatic information processing in reading (1974)Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency (1980)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)Developments in Curriculum-Based Measurement (2003)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency (2010)Perception of the speech code. (1967)Categorizing sounds and learning to read—a causal connection (1983)Reading Research Advances in Theory and Practice (1985)Child Development and Emergent Literacy (1998)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Applications of Structural Equation Modeling in Psychological Research (2000)Toward an instance theory of automatization. (1988)The visual word form area (2000)Dyslexia (Specific Reading Disability) (2005)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)Individual differences in working memory and reading (1980)Preventing Reading Difficulties in Young Children (1998)Word Knowledge in a Theory of Reading Comprehension (2013)Reading: A psycholinguistic guessing game (1967)Theoretical Issues in Reading Comprehension (2017)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)Learning to Read Words: Theory, Findings, and Issues (2005)Phonological skills and their role in learning to read: A meta-analytic review. (2012)How Does Professional Development Improve Teaching? (2016)
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References

  • 1986Decoding, Reading, and Reading Disability4,648 cited
  • 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction4,310 cited
  • 1990The simple view of reading3,301 cited
  • 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,729 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,511 cited
  • 2003A definition of dyslexia2,125 cited
  • 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,631 cited
  • 2001Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis1,607 cited
  • 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,430 cited
  • 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,326 cited
  • 2000Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.1,168 cited
  • 2003Is there a causal link from phonological awareness to success in learning to read?1,160 cited
  • 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

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1,107 cited
  • 2001Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis1,061 cited
  • 1994Longitudinal Studies of Phonological Processing and Reading957 cited
  • 2006Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.957 cited
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    • 2022Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill21 cited