437 related articles for article (PubMed ID: 9149925)
1. Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.
Wagner RK; Torgesen JK; Rashotte CA; Hecht SA; Barker TA; Burgess SR; Donahue J; Garon T
Dev Psychol; 1997 May; 33(3):468-79. PubMed ID: 9149925
[TBL] [Abstract][Full Text] [Related]
2. 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]
3. A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties.
Bowey JA; Cain MT; Ryan SM
Child Dev; 1992 Aug; 63(4):999-1011. PubMed ID: 1505252
[TBL] [Abstract][Full Text] [Related]
4. Phonological processing and oral language abilities in fourth-grade poor readers.
Betourne LS; Friel-Patti S
J Commun Disord; 2003; 36(6):507-27. PubMed ID: 12967742
[TBL] [Abstract][Full Text] [Related]
5. Contribution of phonological and broader language skills to literacy.
Fraser J; Conti-Ramsden G
Int J Lang Commun Disord; 2008; 43(5):552-69. PubMed ID: 22612631
[TBL] [Abstract][Full Text] [Related]
6. 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]
7. The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Kim YS; Apel K; Al Otaiba S
Lang Speech Hear Serv Sch; 2013 Oct; 44(4):337-47. PubMed ID: 23833281
[TBL] [Abstract][Full Text] [Related]
8. Weak and strong novice readers of English as a foreign language: effects of first language and socioeconomic status.
Kahn-Horwitz J; Shimron J; Sparks RL
Ann Dyslexia; 2006 Jun; 56(1):161-85. PubMed ID: 17849212
[TBL] [Abstract][Full Text] [Related]
9. Separating the influences of prereading skills on early word and nonword reading.
Shapiro LR; Carroll JM; Solity JE
J Exp Child Psychol; 2013 Oct; 116(2):278-95. PubMed ID: 23892335
[TBL] [Abstract][Full Text] [Related]
10. Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.
Yeung SS; Chan CK
Br J Educ Psychol; 2013 Dec; 83(Pt 4):550-68. PubMed ID: 24175682
[TBL] [Abstract][Full Text] [Related]
11. 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]
12. Visual rapid naming and phonological abilities: different subtypes in dyslexic children.
Araújo S; Pacheco A; Faísca L; Petersson KM; Reis A
Int J Psychol; 2010 Dec; 45(6):443-52. PubMed ID: 22044084
[TBL] [Abstract][Full Text] [Related]
13. Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
Storch SA; Whitehurst GJ
Dev Psychol; 2002 Nov; 38(6):934-47. PubMed ID: 12428705
[TBL] [Abstract][Full Text] [Related]
14. Wots that werd? Pseudowords (non-words) may be a misleading measure of phonological skills in young learner readers.
Thomson B; Crewther DP; Crewther SG
Dyslexia; 2006 Nov; 12(4):289-99. PubMed ID: 17152344
[TBL] [Abstract][Full Text] [Related]
15. The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.
Dittman CK
J Atten Disord; 2016 Aug; 20(8):653-64. PubMed ID: 23475828
[TBL] [Abstract][Full Text] [Related]
16. Predicting Dyslexia in Children With Developmental Language Disorder.
Alonzo CN; McIlraith AL; Catts HW; Hogan TP
J Speech Lang Hear Res; 2020 Jan; 63(1):151-162. PubMed ID: 31910060
[TBL] [Abstract][Full Text] [Related]
17. Young readers' use of phonological information: phonological awareness, memory, and comprehension.
Gray A; McCutchen D
J Learn Disabil; 2006; 39(4):325-33. PubMed ID: 16895157
[TBL] [Abstract][Full Text] [Related]
18. Neurocognitive mechanisms of learning to read: print tuning in beginning readers related to word-reading fluency and semantics but not phonology.
Eberhard-Moscicka AK; Jost LB; Raith M; Maurer U
Dev Sci; 2015 Jan; 18(1):106-18. PubMed ID: 24863157
[TBL] [Abstract][Full Text] [Related]
19. Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia.
Zhou Y; McBride-Chang C; Law AB; Li T; Cheung AC; Wong AM; Shu H
J Exp Child Psychol; 2014 Jun; 122():75-91. PubMed ID: 24530801
[TBL] [Abstract][Full Text] [Related]
20. Phonological recoding and self-teaching: sine qua non of reading acquisition.
Share DL
Cognition; 1995 May; 55(2):151-218; discussion 219-26. PubMed ID: 7789090
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
