295 related articles for article (PubMed ID: 22612434)
1. Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children.
Zhang Y; Tardif T; Shu H; Li H; Liu H; McBride-Chang C; Liang W; Zhang Z
Dev Psychol; 2013 Apr; 49(4):665-71. PubMed ID: 22612434
[TBL] [Abstract][Full Text] [Related]
2. Predictors of reading development in deaf children: a 3-year longitudinal study.
Kyle FE; Harris M
J Exp Child Psychol; 2010 Nov; 107(3):229-43. PubMed ID: 20570282
[TBL] [Abstract][Full Text] [Related]
3. Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade.
Colin S; Magnan A; Ecalle J; Leybaert J
J Child Psychol Psychiatry; 2007 Feb; 48(2):139-46. PubMed ID: 17300552
[TBL] [Abstract][Full Text] [Related]
4. Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency.
Puolakanaho A; Ahonen T; Aro M; Eklund K; Leppänen PH; Poikkeus AM; Tolvanen A; Torppa M; Lyytinen H
J Learn Disabil; 2008; 41(4):353-70. PubMed ID: 18560022
[TBL] [Abstract][Full Text] [Related]
5. Preliteracy speech sound production skill and later literacy outcomes: a study using the Templin Archive.
Overby MS; Trainin G; Smit AB; Bernthal JE; Nelson R
Lang Speech Hear Serv Sch; 2012 Jan; 43(1):97-115. PubMed ID: 22052971
[TBL] [Abstract][Full Text] [Related]
6. Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?
Chow BW; Ho CS; Wong SWL; Waye MMY; Zheng M
Scand J Psychol; 2017 Dec; 58(6):519-529. PubMed ID: 29068061
[TBL] [Abstract][Full Text] [Related]
7. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
Muter V; Hulme C; Snowling MJ; Stevenson J
Dev Psychol; 2004 Sep; 40(5):665-81. PubMed ID: 15355157
[TBL] [Abstract][Full Text] [Related]
8. Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
Bowyer-Crane C; Snowling MJ; Duff FJ; Fieldsend E; Carroll JM; Miles J; Götz K; Hulme C
J Child Psychol Psychiatry; 2008 Apr; 49(4):422-32. PubMed ID: 18081756
[TBL] [Abstract][Full Text] [Related]
9. Relations among socioeconomic status, age, and predictors of phonological awareness.
McDowell KD; Lonigan CJ; Goldstein H
J Speech Lang Hear Res; 2007 Aug; 50(4):1079-92. PubMed ID: 17675606
[TBL] [Abstract][Full Text] [Related]
10. Semantic and phonological skills in predicting reading development: from 3-16 years of age.
Frost J; Madsbjerg S; Niedersøe J; Olofsson A; Sørensen PM
Dyslexia; 2005 May; 11(2):79-92. PubMed ID: 15918368
[TBL] [Abstract][Full Text] [Related]
11. The home literacy environment and Latino head start children's emergent literacy skills.
Farver JA; Xu Y; Lonigan CJ; Eppe S
Dev Psychol; 2013 Apr; 49(4):775-91. PubMed ID: 22662767
[TBL] [Abstract][Full Text] [Related]
12. The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.
Siok WT; Fletcher P
Dev Psychol; 2001 Nov; 37(6):886-99. PubMed ID: 11699761
[TBL] [Abstract][Full Text] [Related]
13. Bidirectional relations of phonological sensitivity and prereading abilities: evidence from a preschool sample.
Burgess SR; Lonigan CJ
J Exp Child Psychol; 1998 Aug; 70(2):117-41. PubMed ID: 9729452
[TBL] [Abstract][Full Text] [Related]
14. Specific reading difficulties in Chinese, English, or both: longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children.
McBride-Chang C; Liu PD; Wong T; Wong A; Shu H
J Learn Disabil; 2012; 45(6):503-14. PubMed ID: 21421936
[TBL] [Abstract][Full Text] [Related]
15. Small wins big: analytic pinyin skills promote Chinese word reading.
Lin D; McBride-Chang C; Shu H; Zhang Y; Li H; Zhang J; Aram D; Levin I
Psychol Sci; 2010 Aug; 21(8):1117-22. PubMed ID: 20581343
[TBL] [Abstract][Full Text] [Related]
16. Changing models across cultures: associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States.
McBride-Chang C; Cho JR; Liu H; Wagner RK; Shu H; Zhou A; Cheuk CS; Muse A
J Exp Child Psychol; 2005 Oct; 92(2):140-60. PubMed ID: 15904930
[TBL] [Abstract][Full Text] [Related]
17. Kindergarten letter knowledge, phonological skills, and memory processes: relative effects on early literacy.
Näslund JC; Schneider W
J Exp Child Psychol; 1996 Jun; 62(1):30-59. PubMed ID: 8683184
[TBL] [Abstract][Full Text] [Related]
18. Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors.
Noble KG; Wolmetz ME; Ochs LG; Farah MJ; McCandliss BD
Dev Sci; 2006 Nov; 9(6):642-54. PubMed ID: 17059461
[TBL] [Abstract][Full Text] [Related]
19. Preliteracy Skills Mediate the Relation Between Early Speech Sound Production and Subsequent Reading Outcomes.
Mues M; Zuk J; Norton ES; Gabrieli JDE; Hogan TP; Gaab N
J Speech Lang Hear Res; 2023 Aug; 66(8):2766-2782. PubMed ID: 37473736
[TBL] [Abstract][Full Text] [Related]
20. Longitudinal predictors of implicit phonological awareness skills.
Rvachew S
Am J Speech Lang Pathol; 2006 May; 15(2):165-76. PubMed ID: 16782688
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
