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Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills
16 references·1 citing·40 second hop
Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills (2015)Cross-lag analysis of longitudinal associ…Beneath the Surface of Developmental Dyslexia (2017)Beneath the Surface of Develo…Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading (2011)Writing to Read: A Meta-Analy…Encyclopedia of research design (2011)Encyclopedia of research desi…Orthographic Depth and Its Impact on Universal Predictors of Reading (2010)Orthographic Depth and Its Im…Encyclopedia of Research Design (2010)Encyclopedia of Research Desi…Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008)Development of word reading f…Foundation literacy acquisition in European orthographies (2003)Foundation literacy acquisiti…The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study (2001)The Foundations of Spelling A…Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001)Oral Reading Fluency as an In…Reading and Writing Relations and Their Development (2000)Reading and Writing Relations…Learning To Read and Learning To Spell (2000)Learning To Read and Learning…Toward a definition of dyslexia (1995)Toward a definition of dyslex…Phonological skills and learning to read (1991)Phonological skills and learn…Acquisition of literacy: A longitudinal study of children in first and second grade. (1986)Acquisition of literacy: A lo…The Developmental psychology of time (1982)The Developmental psychology …A Cognitive Process Theory of Writing (1981)A Cognitive Process Theory of…Exploring the reading–writing relationship in young Chinese language learners’ sentence writing (2018)Exploring the reading–writing…Writer-Based Prose: A Cognitive Basis for Problems in Writing (1979)The Cognition of Discovery: Defining a Rhetorical Problem (1980)SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE (2003)Inventing the University (2005)The nature of feedback: how different types of peer feedback affect writing performance (2008)Explicit syllable and phoneme segmentation in the young child (1974)Categorizing sounds and learning to read—a causal connection (1983)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonological skills and their role in learning to read: A meta-analytic review. (2012)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)Decoding, Reading, and Reading Disability (1986)Handbook of reading research (1991)Cross-language transfer of phonological awareness. 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References

  • 1981A Cognitive Process Theory of Writing3,657 cited
  • 2003Foundation literacy acquisition in European orthographies2,601 cited
  • 2010Encyclopedia of Research Design2,347 cited
  • 2011Encyclopedia of research design1,910 cited
  • 2017Beneath the Surface of Developmental Dyslexia1,528 cited
  • 2001Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis1,527 cited
  • 1991Phonological skills and learning to read1,492 cited
  • 1986Acquisition of literacy: A longitudinal study of children in first and second grade.861 cited
  • 2010Orthographic Depth and Its Impact on Universal Predictors of Reading832 cited
  • 2008Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.724 cited
  • 2000Reading and Writing Relations and Their Development695 cited
  • 1982The Developmental psychology of time598 cited
  • 2011Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading564 cited
  • 2001The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study515 cited
  • 2000Learning To Read and Learning To Spell493 cited

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  • 1995Toward a definition of dyslexia476 cited
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    • 2018Exploring the reading–writing relationship in young Chinese language learners’ sentence writing31 cited