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Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research
16 references·1 citing·44 second hop
Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research (2021)Prosodic Competence as the Missing Compon…Word Knowledge in a Theory of Reading Comprehension (2013)Word Knowledge in a Theory of…Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model (2013)Phonological deficits in spec…Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency (2010)Aligning Theory and Assessmen…The Acquisition of Reading Comprehension Skill (2008)The Acquisition of Reading Co…Phonological awareness in young Chinese children (2007)Phonological awareness in you…Anticipatory effects of intonation: Eye movements during instructed visual search (2007)Anticipatory effects of inton…Using prosody to avoid ambiguity: Effects of speaker awareness and referential context (2003)Using prosody to avoid ambigu…Fluency: A review of developmental and remedial practices. (2003)Fluency: A review of developm…Accent and reference resolution in spoken-language comprehension (2002)Accent and reference resoluti…Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis (2001)Systematic Phonics Instructio…Psycholinguistic Markers for Specific Language Impairment (SLI) (2001)Psycholinguistic Markers for …Awareness of the structure and meaning of morphologically complex words: Impact on reading (2000)Awareness of the structure an…The Parsing of Prosody (1996)The Parsing of ProsodyPhonological memory deficits in language disordered children: Is there a causal connection? (1990)Phonological memory deficits …Assessing phonological awareness in kindergarten children: Issues of task comparability (1984)Assessing phonological awaren…Categorizing sounds and learning to read—a causal connection (1983)Categorizing sounds and learn…Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model (2025)Blueprint for a Universal The…The American Heritage Word Frequency Book (1973)How Many Words Are There in Printed School English? (1984)Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development (2004)Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012)Morphological Aspects of Language Processing (2013)The nature of phonological processing and its causal role in the acquisition of reading skills. 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References

  • 1983Categorizing sounds and learning to read—a causal connection3,022 cited
  • 1990Phonological memory deficits in language disordered children: Is there a causal connection?1,487 cited
  • 2013Word Knowledge in a Theory of Reading Comprehension1,362 cited
  • 2003Fluency: A review of developmental and remedial practices.1,120 cited
  • 2000Awareness of the structure and meaning of morphologically complex words: Impact on reading1,064 cited
  • 2008The Acquisition of Reading Comprehension Skill973 cited
  • 2001Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis933 cited
  • 2001Psycholinguistic Markers for Specific Language Impairment (SLI)879 cited
  • 1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
  • 2010Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency650 cited
  • 2007Phonological awareness in young Chinese children464 cited
  • 2002Accent and reference resolution in spoken-language comprehension434 cited
  • 2007Anticipatory effects of intonation: Eye movements during instructed visual search414 cited
  • 1996The Parsing of Prosody407 cited
  • 2003

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Using prosody to avoid ambiguity: Effects of speaker awareness and referential context
392 cited
  • 2013Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model383 cited
  • Cited by

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