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The Phonological-Awareness Skills of Children who are Blind
9 references·3 citing·41 second hop
The Phonological-Awareness Skills of Children who are Blind (2002)The Phonological-Awareness Skills of Chil…The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment (2000)The Efficacy of Phonological …The effect of Braille orthography on blind children’s phonological awareness (2000)The effect of Braille orthogr…Language and Reading Disabilities (1998)Language and Reading Disabili…Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. (1996)Cognitive profiles of difficu…A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability (1994)A prospective study of the re…On the interaction between phonological awareness and reading acquisition: It’s a two-way Street (1993)On the interaction between ph…Beginning to read: thinking and learning about print (1990)Beginning to read: thinking a…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)The nature of phonological pr…Alternative Conceptualizations of Dyslexia: Evidence in Support of a Verbal-Deficit Hypothesis (1977)Alternative Conceptualization…Parallel versus sequential processing in print and braille reading (2012)Parallel versus sequential pr…Developmental Stages of Reading Processes in Children who are Blind and Sighted (2006)Developmental Stages of Readi…Braille Literacy Skills: An Analysis of the Concept of Spelling (2006)Braille Literacy Skills: An A…The origins of intelligence in children. (1952)Comprehension: A Paradigm for Cognition (1998)Theoretical Issues in Reading Comprehension (2017)The Child's Learning of English Morphology (1958)Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities (1976)Sex differences in childhood psychopathology: A review. 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(1998)Boston Naming Test (2001)How Psychological Science Informs the Teaching of Reading (2001)Intensive Remedial Instruction for Children with Severe Reading Disabilities (2001)Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children (1988)A distributed, developmental model of word recognition and naming. (1989)Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review (2003)Fostering Literal and Inferential Language Skills in Head Start Preschoolers With Language Impairment Using Scripted Book-Sharing Discussions (2006)Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention (2008)Beneath the Surface of Developmental Dyslexia (2017)Categorizing sounds and learning to read—a causal connection (1983)Reading Research Advances in Theory and Practice (1985)Phonological skills and learning to read (1991)Transfer among phonological tasks in kindergarten: Essential instructional content. (1995)Correlates of early reading performance in a transparent orthography (2001)Why what we teach depends on when: Grade and reading intervention modality moderate effect size. (2010)Estimating the Risk of Future Reading Difficulties in Kindergarten Children (2001)Oral and Written Story Composition Skills of Children With Language Impairment (2004)Are Specific Language Impairment and Dyslexia Distinct Disorders? (2005)Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)
this work references cited by second hop

References

  • 1987The nature of phonological processing and its causal role in the acquisition of reading skills.3,297 cited
  • 1990Beginning to read: thinking and learning about print2,521 cited
  • 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.931 cited
  • 1998Language and Reading Disabilities751 cited
  • 2000The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment338 cited
  • 1977Alternative Conceptualizations of Dyslexia: Evidence in Support of a Verbal-Deficit Hypothesis217 cited
  • 1993On the interaction between phonological awareness and reading acquisition: It’s a two-way Street141 cited
  • 2000The effect of Braille orthography on blind children’s phonological awareness59 cited
  • 1994A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability58 cited

Cited by

  • 2006Developmental Stages of Reading Processes in Children who are Blind and Sighted41 cited
  • 2012Parallel versus sequential processing in print and braille reading35 cited
  • 2006Braille Literacy Skills: An Analysis of the Concept of Spelling34 cited

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