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Cited by

• 2009Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development310 cited
• 2001A Study of Effective First-Grade Literacy Instruction305 cited
• 2006Cultural considerations with response to intervention models289 cited
• 1989Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis260 cited
• 2012Learning to Read: What We Know and What We Need to Understand Better259 cited
• 1998Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read248 cited
• 2011Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children211 cited
• 2003Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing187 cited
• 2013The interface between spoken and written language: developmental disorders174 cited
• 2006Paired-associate learning, phoneme awareness, and learning to read170 cited
• 1984Content Coverage and Contextual Reading in Reading Groups168 cited
• 2004Knowing letter names and learning letter sounds: A causal connection161 cited
• 2001The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers