Part of
Precursors of Functional Literacy
Edited by Ludo Verhoeven, Carsten Elbro and Pieter Reitsma
[Studies in Written Language and Literacy 11] 2002
► pp. 189213
Cited by

Cited by 430 other publications

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Adlof, Suzanne M. & Hannah Patten
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2015. Orthographic, Phonological, and Morphological Skills and Children's Word Reading in Arabic: A Literature Review. Reading Research Quarterly 50:1  pp. 83 ff. DOI logo
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2022. Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years. International Journal of Bilingual Education and Bilingualism 25:7  pp. 2495 ff. DOI logo
Andrews, Sally, Aaron Veldre & Indako E. Clarke
2020. Measuring Lexical Quality: The Role of Spelling Ability. Behavior Research Methods 52:6  pp. 2257 ff. DOI logo
Angelelli, Paola, Chiara Valeria Marinelli, Marinella De Salvatore & Cristina Burani
2017. Morpheme‐based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography. Dyslexia 23:4  pp. 387 ff. DOI logo
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2021. The Deployment of Young Readers´ Visual Attention across Orthographic Strings: The Influence of Stems and Suffixes. Scientific Studies of Reading 25:3  pp. 193 ff. DOI logo
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2023. Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder. Child Language Teaching and Therapy 39:3  pp. 218 ff. DOI logo
Ari, Omer
2014. Reading Fluency and Comprehension Instruction for Pre-Service Teacher Candidates. Journal of College Reading and Learning 45:1  pp. 96 ff. DOI logo
Ari, Omer
2015. Building Reading Fluency in Developmental Readers. Community College Journal of Research and Practice 39:7  pp. 685 ff. DOI logo
Aryadoust, Vahid
2019. An Integrated Cognitive Theory of Comprehension. International Journal of Listening 33:2  pp. 71 ff. DOI logo
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2022. The Impact of Morphological Awareness Intervention in Enhancing L2 Postgraduate Students’ Productive Vocabulary Breadth. Education Research International 2022  pp. 1 ff. DOI logo
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2013. Phonemic Awareness Contributes to Text Reading Fluency: Evidence From Eye Movements. School Psychology Review 42:2  pp. 157 ff. DOI logo
August, Diane, Paola Uccelli, Lauren Artzi, Christopher Barr & David J. Francis
2021. English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics. Reading Research Quarterly 56:3  pp. 559 ff. DOI logo
Baek, Hyunah, Yunjeong Lee & Wonil Choi
2023. Proficiency versus lexical processing efficiency as a measure of L2 lexical quality: Individual differences in word-frequency effects in L2 visual word recognition. Memory & Cognition 51:8  pp. 1858 ff. DOI logo
Baeza-Yates, Ricardo & Luz Rello
2012. Proceedings of the 2nd Joint WICOW/AIRWeb Workshop on Web Quality,  pp. 1 ff. DOI logo
Baker, Doris Luft, Patricia Crespo Alberto, Manuel Monzalve Macaya, Isabel García & Mónica Gutiérrez-Ortega
2022. Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis. Educational Psychology Review 34:4  pp. 2661 ff. DOI logo
Baker, Doris Luft, Maribel Granada Azcarrága, María Pilar Pomes Correa, Nancy Lepe-Martinez & Keith Smolkowski
2019. Exploring the Effects of a Spanish Vocabulary Intervention to Teach Words in Depth to Second-Grade Students in Chile. Reading & Writing Quarterly 35:3  pp. 204 ff. DOI logo
Baker, Doris Luft & Lana Santoro
2023. Quality Read‐alouds Matter: How you Teach is Just as Important as What you Teach. The Reading Teacher 77:3  pp. 310 ff. DOI logo
Bar-On, Amalia, Elitzur Dattner & Oriya Braun-Peretz
2019. Resolving homography: The role of post-homograph context in reading aloud ambiguous sentences in Hebrew. Applied Psycholinguistics 40:6  pp. 1405 ff. DOI logo
Bar-On, Amalia, Elitzur Dattner & Dorit Ravid
2017. Context effects on heterophonic-homography resolution in learning to read hebrew. Reading and Writing 30:3  pp. 463 ff. DOI logo
Bargetto Fernández, Miguel Ángel
2020. Las redes semánticas en estudiantes novatos de pedagogía: el efecto de la edad y los estudios previos. Lingüística y Literatura 41:77  pp. 11 ff. DOI logo
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2023. Procesamiento del léxico disciplinar en estudiantes novatos de Kinesiología: reporte de una tarea de decisión léxica. Lingüística y Literatura 44:84  pp. 61 ff. DOI logo
Baxter, Peta, Mienke Droop, Marianne van den Hurk, Harold Bekkering, Ton Dijkstra & Frank Leoné
2021. Contrasting Similar Words Facilitates Second Language Vocabulary Learning in Children by Sharpening Lexical Representations. Frontiers in Psychology 12 DOI logo
Baxter, Stacey, Jasmina Ilicic & Alicia Kulczynski
2017. You see Froot, you think fruit: examining the effectiveness of pseudohomophone priming. European Journal of Marketing 51:5/6  pp. 885 ff. DOI logo
Beck, Isabel L. & Margaret G. McKeown
2007. Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction. The Elementary School Journal 107:3  pp. 251 ff. DOI logo
BERENDS, INEZ E. & PIETER REITSMA
2006. Addressing semantics promotes the development of reading fluency. Applied Psycholinguistics 27:2  pp. 247 ff. DOI logo
Berends, Inez E. & Pieter Reitsma
2006. Remediation of Fluency: Word Specific or Generalised Training Effects?. Reading and Writing 19:2  pp. 221 ff. DOI logo
Bermúdez-Margaretto, Beatriz, David Beltrán, Fernando Cuetos & Alberto Domínguez
2018. Brain Signatures of New (Pseudo-) Words: Visual Repetition in Associative and Non-associative Contexts. Frontiers in Human Neuroscience 12 DOI logo
Bhide, Adeetee, Marta Ortega-Llebaria, Scott H. Fraundorf & Charles A. Perfetti
2020. The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts. Applied Psycholinguistics 41:3  pp. 481 ff. DOI logo
Binder, Katherine S., Kathryn A. Tremblay & Alison Joseph
2020. Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite?. Journal of Research in Reading 43:4  pp. 395 ff. DOI logo
Blythe, Hazel I., Jonathan H. Dickins, Colin R. Kennedy & Simon P. Liversedge
2018. Phonological processing during silent reading in teenagers who are deaf/hard of hearing: an eye movement investigation. Developmental Science 21:5 DOI logo
Born, Jannis, Nikola I. Nikolov, Anna Rosenkranz, Alfred Schabmann & Barbara Maria Schmidt
2022. A computational investigation of inventive spelling and the “Lesen durch Schreiben” method. Computers and Education: Artificial Intelligence 3  pp. 100063 ff. DOI logo
Boudewyn, Megan A.
2015. Individual Differences in Language Processing: Electrophysiological Approaches. Language and Linguistics Compass 9:10  pp. 406 ff. DOI logo
Bowers, Peter N., John R. Kirby & S. Hélène Deacon
2010. The Effects of Morphological Instruction on Literacy Skills. Review of Educational Research 80:2  pp. 144 ff. DOI logo
Braze, David, Whitney Tabor, Donald P. Shankweiler & W. Einar Mencl
2007. Speaking Up for Vocabulary. Journal of Learning Disabilities 40:3  pp. 226 ff. DOI logo
Brinchmann, Ellen Irén, Hanne Naess Hjetland & Solveig-Alma Halaas Lyster
2016. Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Reading Research Quarterly 51:2  pp. 165 ff. DOI logo
Britt, M. Anne, Kristopher J. Kopp, Amanda M. Durik, Dylan Blaum & Peter Hastings
2016. Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation. Zeitschrift für Pädagogische Psychologie 30:2-3  pp. 79 ff. DOI logo
Brossette, Brice, Jonathan Grainger, Bernard Lété & Stéphane Dufau
2022. On the relations between letter, word, and sentence-level processing during reading. Scientific Reports 12:1 DOI logo
Brown, Jonathan & Maxine Eskenazi
2006. Using Simulated Students for the Assessment of Authentic Document Retrieval. In Intelligent Tutoring Systems [Lecture Notes in Computer Science, 4053],  pp. 685 ff. DOI logo
Burt, Jennifer S.
2016. Masked priming by misspellings: Word frequency moderates the effects of SOA and prime–target similarity. Memory & Cognition 44:2  pp. 262 ff. DOI logo
Burt, Jennifer S. & Maree E. Heffernan
2012. Reading and spelling in adults: are there lexical and sub‐lexical subtypes?. Journal of Research in Reading 35:2  pp. 183 ff. DOI logo
Burt, Jennifer S. & Debra Jared
2016. The role of lexical expertise in reading homophones. Quarterly Journal of Experimental Psychology 69:7  pp. 1302 ff. DOI logo
Cai, Yuyang & Antony John Kunnan
2020. Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach. Language Testing 37:2  pp. 280 ff. DOI logo
Callens, Maaike & Marc Brysbaert
2019. Cognitive Profile of Students with Dyslexia Entering Postsecondary Education. In The Wiley Handbook of Adult Literacy,  pp. 193 ff. DOI logo
Calloway, Regina C., Anne Helder & Charles A. Perfetti
2022. A measure of individual differences in readers’ approaches to text and its relation to reading experience and reading comprehension. Behavior Research Methods 55:2  pp. 899 ff. DOI logo
Candry, Sarah, Irina Elgort, Julie Deconinck & June Eyckmans
2017. Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies. The Canadian Modern Language Review 73:3  pp. 293 ff. DOI logo
Caravolas, Markéta
2018. Growth of Word and Pseudoword Reading Efficiency in Alphabetic Orthographies: Impact of Consistency. Journal of Learning Disabilities 51:5  pp. 422 ff. DOI logo
Casagrande Rosso, Aline & Ana Beatriz Arêas da Luz Fontes
2023. Adolescentes que gostam de ler usam mais estratégias de leitura na L1 e na L2. Letrônica 16:1  pp. e44408 ff. DOI logo
Cassol Rigatti, Pietra & Ana Beatriz Arêas da Luz Fontes
2022. Cognate and meaning frequency effects on homonym processing. International Journal of Bilingualism 26:6  pp. 732 ff. DOI logo
Castles, Anne, Kathleen Rastle & Kate Nation
2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19:1  pp. 5 ff. DOI logo
Catts, Hugh W.
2017. Early identification of reading disabilities. In Theories of Reading Development [Studies in Written Language and Literacy, 15],  pp. 311 ff. DOI logo
Chai, Xingsan & Mingzhu Ma
2022. Exploring Relationships Between L2 Chinese Character Writing and Reading Acquisition From Embodied Cognitive Perspectives: Evidence From HSK Big Data. Frontiers in Psychology 12 DOI logo
Chambrè, Susan J., Linnea C. Ehri & Molly Ness
2020. Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing 33:5  pp. 1133 ff. DOI logo
Chambré, Susan J., Linnea C. Ehri & Molly Ness
2017. Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?. Reading and Writing 30:5  pp. 1137 ff. DOI logo
Chang, Li-Yun, David C. Plaut & Charles A. Perfetti
2016. Visual complexity in orthographic learning: Modeling learning across writing system variations. Scientific Studies of Reading 20:1  pp. 64 ff. DOI logo
Chang, Li-Yun (Wendy) & Charles A. Perfetti
2018. Chapter 3. Visual factors in writing system variation. In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7],  pp. 49 ff. DOI logo
Chen, Lin, Yi Xu & Charles Perfetti
2023. A character-word dual function model of reading Chinese: evidence from reading Chinese compounds. Reading and Writing DOI logo
Chen, Tianxu & Dongbo Zhang
2023. Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers. Foreign Language Annals 56:3  pp. 786 ff. DOI logo
Chen, Yi-Jui I., Yi-Hsin Chen, Jason L. Anthony & Noé A. Erazo
2022. Evaluation of the Computer-Based Orthographic Processing Assessment: An Application of Cognitive Diagnostic Modeling. Journal of Psychoeducational Assessment 40:2  pp. 271 ff. DOI logo
Cheng, Mengping, John Everatt, Alison Arrow & Amanda Denston
2023. Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure. Language Teaching Research DOI logo
Choi, William, Xiuli Tong & Helene Deacon
2019. From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness. Journal of Speech, Language, and Hearing Research 62:6  pp. 1875 ff. DOI logo
Chow, Bonnie Wing-Yin
2018. Understanding word learning mechanisms in beginning and proficient readers of Chinese: the roles of associative learning and linguistic knowledge. Reading and Writing 31:7  pp. 1575 ff. DOI logo
Chow, Bonnie Wing-Yin
2019. Analytic character learning in Chinese children: evidence from associative pseudocharacter learning paradigm. Educational Psychology 39:2  pp. 223 ff. DOI logo
Chung, Sheila Cira, Xi Chen & S. Hélène Deacon
2018. The relation between orthographic processing and spelling in grade 1 French immersion children. Journal of Research in Reading 41:2  pp. 290 ff. DOI logo
Chung, Sheila Cira, PohWee Koh, Xi Chen & S. Hélène Deacon
2023. Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?. Reading and Writing 36:3  pp. 517 ff. DOI logo
Clark, Grace T. & Christina Reuterskiöld
2023. Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children. Journal of Speech, Language, and Hearing Research 66:6  pp. 2047 ff. DOI logo
Coch, Donna
2018. A Picture Is Worth… Both Spelling and Sound. Frontiers in Psychology 9 DOI logo
Coch, Donna & Margaret Rose Mahoney
2021. When two vowels go walking: An ERP study of the vowel team rule. Psychophysiology 58:9 DOI logo
Cockerill, Maria, Allen Thurston & Andy Taylor
2019. Protocol: An efficacy randomized controlled trial of a spelling program in primary schools. International Journal of Educational Research 97  pp. 131 ff. DOI logo
Cockerill, Maria, Allen Thurston & Andy Taylor
2020. Protocol: An efficacy randomized controlled trial of a vocabulary program in primary schools. International Journal of Educational Research 99  pp. 101511 ff. DOI logo
Cockerill, Maria, Allen Thurston, Andy Taylor, Joanne O’Keeffe & Tien‐Hui Chiang
2021. A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings. Social Inclusion 9:4  pp. 12 ff. DOI logo
Colenbrander, Danielle & Saskia Kohnen
2023. Word Reading: The Role of the Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups 8:6  pp. 1168 ff. DOI logo
Colenbrander, Danielle, Katharine Pace Miles & Jessie Ricketts
2019. To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?. Language, Speech, and Hearing Services in Schools 50:4  pp. 609 ff. DOI logo
Commissaire, Eva & Anne‐Sophie Besse
2019. Investigating lexical and sub‐lexical orthographic processing skills in French 3rd and 5th graders. Journal of Research in Reading 42:2  pp. 268 ff. DOI logo
Commissaire, Eva & Elisabeth Demont
2022. Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9. Dyslexia 28:1  pp. 40 ff. DOI logo
Conrad, Nicole J. & S. Hélène Deacon
2023. Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill. Reading Research Quarterly 58:1  pp. 113 ff. DOI logo
Couvee, Sascha, Loes Wauters, Harry Knoors, Ludo Verhoeven & Eliane Segers
2023. Predicting variation in word decoding development in deaf and hard-of-hearing children. Reading and Writing DOI logo
Critten, Sarah, Vincent Connelly, Julie E. Dockrell, Ian R. Mundy, Lynsey O’Rourke, Laura Callaghan & Kirsty Walter
2023. Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology 14 DOI logo
Crosson, Amy C. & Debra Moore
2017. When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners. Reading Psychology 38:3  pp. 262 ff. DOI logo
Czinglar, Christine, Yousuf Aboamer & Franziska Förster
2023. Mehrsprachige Diagnose basaler literaler Kompetenzen bei arabischsprachigen Alphakursteilnehmenden in Deutschland. In IDT 2022: *mit.sprache.teil.haben Band 4: Beiträge zur Methodik und Didaktik Deutsch als Fremd*Zweitsprache,  pp. 179 ff. DOI logo
Daffern, Tessa
2018. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training,  pp. 1 ff. DOI logo
Daffern, Tessa
2019. Spelling Assessment, Learning, and Instruction in VET. In Handbook of Vocational Education and Training,  pp. 1429 ff. DOI logo
Daffern, Tessa, Noella Maree Mackenzie & Brian Hemmings
2015. The development of a spelling assessment tool informed by Triple Word Form Theory. The Australian Journal of Language and Literacy 38:2  pp. 72 ff. DOI logo
Damhuis, Carmen M. P., Eliane Segers, Femke Scheltinga & Ludo Verhoeven
2016. Effects of individualized word retrieval in kindergarten vocabulary intervention. School Effectiveness and School Improvement 27:3  pp. 441 ff. DOI logo
Damhuis, Carmen M. P., Eliane Segers & Ludo Verhoeven
2015. Stimulating breadth and depth of vocabulary via repeated storybook readings or tests. School Effectiveness and School Improvement 26:3  pp. 382 ff. DOI logo
Dautriche, Isabelle, Louise Goupil, Kenny Smith & Hugh Rabagliati
2021. Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker. Open Mind 5  pp. 1 ff. DOI logo
Dawson, Nicola, Kathleen Rastle & Jessie Ricketts
2021. Bridging form and meaning: support from derivational suffixes in word learning. Journal of Research in Reading 44:1  pp. 27 ff. DOI logo
de Zeeuw, Marlies, Rob Schreuder & Ludo Verhoeven
2013. Processing of Regular and Irregular Past‐Tense Verb Forms in First and Second Language Reading Acquisition. Language Learning 63:4  pp. 740 ff. DOI logo
de Zeeuw, Marlies, Robert Schreuder & Ludo T. W. Verhoeven
2015. Lexical processing of nominal compounds in first- and second-language learners across primary grades. Writing Systems Research 7:2  pp. 133 ff. DOI logo
Deacon, Robert Joel
2017. The Causes of English Spelling Errors by Arabic Learners of English. Eurasian Journal of Applied Linguistics 3:2  pp. 1 ff. DOI logo
Deacon, S. Hélène, Alain Desrochers & Kyle Levesque
2017. Learning to Read French. In Learning to Read across Languages and Writing Systems, DOI logo
Deacon, S. Hélène, Catherine Mimeau, Sheila Cira Chung & Xi Chen
2019. Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology 181  pp. 56 ff. DOI logo
DEACON, S. HÉLÈNE, ADRIAN PASQUARELLA, EVA MARINUS, TALISA TIMS & ANNE CASTLES
2019. Orthographic processing and children’s word reading. Applied Psycholinguistics 40:2  pp. 509 ff. DOI logo
Deacon, S. Hélène, Xiuli Tong & Catherine Mimeau
2019. Morphological and Semantic Processing in Developmental Dyslexia. In Developmental Dyslexia across Languages and Writing Systems,  pp. 327 ff. DOI logo
Degani, Tamar & Natasha Tokowicz
2010. Semantic Ambiguity within and across Languages: An Integrative Review. Quarterly Journal of Experimental Psychology 63:7  pp. 1266 ff. DOI logo
Degani, Tamar, Orr Yagev Bar-David & Lior Levy Adam
2023. Does brief exposure to a written text affect spelling performance in a second language?. Reading and Writing 36:7  pp. 1901 ff. DOI logo
Demoulin, Catherine & Régine Kolinsky
2016. Does learning to read shape verbal working memory?. Psychonomic Bulletin & Review 23:3  pp. 703 ff. DOI logo
Deng, Qinli, William Choi & Xiuli Tong
2019. Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers. Journal of Learning Disabilities 52:4  pp. 299 ff. DOI logo
Deng, Qinli & Shelley Xiuli Tong
2021. Linguistic but Not Cognitive Weaknesses in Deaf or Hard-of-Hearing Poor Comprehenders. The Journal of Deaf Studies and Deaf Education 26:3  pp. 351 ff. DOI logo
Diamanti, Vassiliki, Nata Goulandris, Morag Stuart, Ruth Campbell & Athanassios Protopapas
2018. Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia 24:2  pp. 170 ff. DOI logo
Diependaele, Kevin, Kristin Lemhöfer & Marc Brysbaert
2013. The word frequency effect in first- and second-language word recognition: A lexical entrenchment account. Quarterly Journal of Experimental Psychology 66:5  pp. 843 ff. DOI logo
DIJKSTRA, TON, JANET G. VAN HELL & PASCAL BRENDERS
2015. Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint. Bilingualism: Language and Cognition 18:4  pp. 597 ff. DOI logo
Ding, Yuan, Liping Li & Xinchun Wu
2020. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study. Frontiers in Psychology 11 DOI logo
Dixon, L. Quentin, Jing Zhao & R. Malatesha Joshi
2010. Influence of L1 Orthography on Spelling English Words by Bilingual Children: A Natural Experiment Comparing Syllabic, Phonological, and Morphosyllabic First Languages. Learning Disability Quarterly 33:3  pp. 211 ff. DOI logo
Dobbs, Christina L. & Devin Kearns
2016. Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary. Reading and Writing 29:9  pp. 1817 ff. DOI logo
Duff, Fiona J. & Charles Hulme
2012. The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words. Scientific Studies of Reading 16:6  pp. 504 ff. DOI logo
Durda, Tabea, Cordula Artelt, Clemens M. Lechner, Beatrice Rammstedt & Alexandra Wicht
2020. Proficiency level descriptors for low reading proficiency: An integrative process model. International Review of Education 66:2-3  pp. 211 ff. DOI logo
Dyoniziak, Yann, Anna Potocki & Jean-François Rouet
2023. Role of advanced theory of mind in teenagers’ evaluation of source information. Discourse Processes 60:4-5  pp. 363 ff. DOI logo
Ehri, Linnea C.
2020. The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 55:S1 DOI logo
Eldblom, Julia, Petra Boström, Malin Broberg & Jakob Åsberg Johnels
2021. Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities. International Journal of Developmental Disabilities 67:2  pp. 131 ff. DOI logo
Elgort, Irina & Anna Siyanova-Chanturia
2021. Interdisciplinary approaches to researching L2 lexical acquisition, processing, and use: An introduction to the special issue. Second Language Research 37:2  pp. 189 ff. DOI logo
Elgort, Irina & Paul Warren
2014. L2 Vocabulary Learning From Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables. Language Learning 64:2  pp. 365 ff. DOI logo
Elsherif, M. M., S. Frisson & L. R. Wheeldon
2023. Orthographic precision for word naming in skilled readers. Language, Cognition and Neuroscience 38:2  pp. 197 ff. DOI logo
Elsherif, Mahmoud M, Linda Ruth Wheeldon & Steven Frisson
2022. Phonological precision for word recognition in skilled readers. Quarterly Journal of Experimental Psychology 75:6  pp. 1021 ff. DOI logo
Enderby, Jodie L., Julia M. Carroll, M. Luisa Tarczynski-Bowles & Helen L. Breadmore
2021. The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words. Applied Psycholinguistics 42:4  pp. 865 ff. DOI logo
Endlich, Darius, Tobias Richter, Peter Marx, Wolfgang Lenhard, Kristina Moll, Björn Witzel & Gerd Schulte-Körne
2020. Spelling Error Detection. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52:1-2  pp. 25 ff. DOI logo
Engelhardt, Paul E., Joel T. Nigg & Fernanda Ferreira
2017. Executive Function and Intelligence in the Resolution of Temporary Syntactic Ambiguity: An Individual Differences Investigation. Quarterly Journal of Experimental Psychology 70:7  pp. 1263 ff. DOI logo
Escobar, José-Pablo & Ricardo Rosas Díaz
2023. Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish. Reading Psychology 44:2  pp. 117 ff. DOI logo
Eskenazi, Michael A, Paige Kemp & Jocelyn R Folk
2021. Word skipping during the lexical acquisition process. Quarterly Journal of Experimental Psychology 74:3  pp. 548 ff. DOI logo
Fang, Xiaoping & Charles A. Perfetti
2019. Learning new meanings for known words: Perturbation of original meanings and retention of new meanings. Memory & Cognition 47:1  pp. 130 ff. DOI logo
Feller, Daniel P., Joseph Magliano, John Sabatini, Tenaha O’Reilly & Ryan D. Kopatich
2020. Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes 57:5-6  pp. 473 ff. DOI logo
Feller, Daniel P., Amani Talwar, Daphne Greenberg, Ryan D. Kopatich & Joseph P. Magliano
2023. Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers. Journal of Research in Reading 46:3  pp. 312 ff. DOI logo
Ferman, Sara
2021. Morpholexical Processes in Children with Autism Spectrum Disorder: Evidence from Artificial Word Learning. Folia Phoniatrica et Logopaedica 73:3  pp. 248 ff. DOI logo
Fernandez, Leigh B., Agnesa Xheladini & Shanley E. M. Allen
2023. Proficient L2 readers do not have a risky reading strategy. Linguistic Approaches to Bilingualism 13:6  pp. 854 ff. DOI logo
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2022. Acesso Lexical na Leitura: Síntese de achados a partir de estudos de rastreamento ocular e suas implicações para a alfabetização. Revista Linguagem em Foco 13:4  pp. 230 ff. DOI logo
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Valentini, Alessandra & Ludovica Serratrice
2023. Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children. Language Learning 73:1  pp. 5 ff. DOI logo
van de Ven, Marco, Eliane Segers & Ludo Verhoeven
2019. Enhanced Second Language Vocabulary Learning Through Phonological Specificity Training in Adolescents. Language Learning 69:1  pp. 222 ff. DOI logo
van den Broek, Paul, Katinka Beker & Marja Oudega
2015. Inference generation in text comprehension: automatic and strategic processes in the construction of a mental representation. In Inferences during Reading,  pp. 94 ff. DOI logo
van den Broek, Paul, Christine A. Espin & Matthew K. Burns
2012. Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension. School Psychology Review 41:3  pp. 315 ff. DOI logo
van der Kleij, Sanne W., Adrian P. Burgess, Jessie Ricketts & Laura R. Shapiro
2022. From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension. Scientific Studies of Reading 26:6  pp. 514 ff. DOI logo
Van Der Ven, Sanne & Elise de Bree
2019. Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age, Literacy, and Task Format. Scientific Studies of Reading 23:5  pp. 369 ff. DOI logo
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2016. Interactive Storybook-Based Intervention Effects on Kindergartners’ Language Development. Journal of Early Intervention 38:4  pp. 212 ff. DOI logo
van Goch, Merel M., James M. McQueen & Ludo Verhoeven
2014. Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children. Scientific Studies of Reading 18:3  pp. 155 ff. DOI logo
VAN GOCH, Merel M., Ludo VERHOEVEN & James M. MCQUEEN
2019. Success in learning similar-sounding words predicts vocabulary depth above and beyond vocabulary breadth. Journal of Child Language 46:1  pp. 184 ff. DOI logo
van Gorp, Karly, Eliane Segers & Ludo Verhoeven
2017. Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game. Reading Research Quarterly 52:1  pp. 105 ff. DOI logo
van Rijthoven, Robin, Tijs Kleemans, Eliane Segers & Ludo Verhoeven
2018. Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia 24:4  pp. 309 ff. DOI logo
van Rijthoven, Robin, Tijs Kleemans, Eliane Segers & Ludo Verhoeven
2021. Semantics impacts response to phonics through spelling intervention in children with dyslexia. Annals of Dyslexia 71:3  pp. 527 ff. DOI logo
van Wingerden, Evelien, Eliane Segers, Hans van Balkom & Ludo Verhoeven
2018. Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities. Scientific Studies of Reading 22:4  pp. 321 ff. DOI logo
Varga, Vera, Dénes Tóth & Valéria Csépe
2022. Lexical Competition Without Phonology: Masked Orthographic Neighbor Priming With Deaf Readers. The Journal of Deaf Studies and Deaf Education 27:2  pp. 151 ff. DOI logo
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2015. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading 38:3  pp. 213 ff. DOI logo
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2016. Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective. Scientific Studies of Reading 20:3  pp. 189 ff. DOI logo
Vermeiren, Hanke, Aaron Vandendaele & Marc Brysbaert
2022. Validated tests for language research with university students whose native language is English: Tests of vocabulary, general knowledge, author recognition, and reading comprehension. Behavior Research Methods 55:3  pp. 1036 ff. DOI logo
Vibert, Nicolas, Jason L. G. Braasch, Daniel Darles, Anna Potocki, Christine Ros, Nematollah Jaafari & Jean-François Rouet
2019. Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words. Frontiers in Psychology 10 DOI logo
Vibert, Nicolas, Daniel Darles, Christine Ros, Jason L. G. Braasch & Jean-François Rouet
2023. Looking for a word or for its meaning? The impact of induction tasks on adolescents' visual search for verbal material. Memory & Cognition 51:7  pp. 1562 ff. DOI logo
Vines, Nora, Jennifer Jordan & Amy D. Broemmel
2020. Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables. The Reading Teacher 73:6  pp. 711 ff. DOI logo
Wang, Hua-Chen, Lyndsey Nickels, Kate Nation & Anne Castles
2013. Predictors of Orthographic Learning of Regular and Irregular Words. Scientific Studies of Reading 17:5  pp. 369 ff. DOI logo
Wang, Jie & Yen Na Yum
2022. Learning specialized vocabulary in the second language: Does transfer from the first language help?. Language Teaching Research  pp. 136216882210967 ff. DOI logo
Wang, Jun & Na An
2022. What are the characteristics of good Chinese second language readers? Evidence from eye movements. Journal of Chinese Writing Systems 6:1  pp. 17 ff. DOI logo
Wang, Zuowei, John Sabatini & Tenaha O’Reilly
2020. When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth. Scientific Studies of Reading 24:5  pp. 397 ff. DOI logo
Wegener, Signy, Elisabeth Beyersmann, Hua-Chen Wang & Anne Castles
2022. Oral vocabulary knowledge and learning to read new words: A theoretical review. Australian Journal of Learning Difficulties 27:2  pp. 253 ff. DOI logo
WHITFORD, VERONICA & DEBRA TITONE
2019. Lexical entrenchment and cross-language activation: Two sides of the same coin for bilingual reading across the adult lifespan. Bilingualism: Language and Cognition 22:1  pp. 58 ff. DOI logo
Wissell, Shae, Leila Karimi & Tanya Serry
2021. Adults with dyslexia: A snapshot of the demands on adulthood in Australia. Australian Journal of Learning Difficulties 26:2  pp. 153 ff. DOI logo
Wong, Simpson W. L., Rebecca Wing-yi Cheng, Bonnie Wing-Yin Chow & Sandrine Man-Chi Chung
2019. The Link Between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills Among Chinese Kindergarteners. AERA Open 5:1  pp. 233285841982972 ff. DOI logo
Wong, Yu Ka
2019. Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:8  pp. 1016 ff. DOI logo
Wood, Carla & Christopher Schatschneider
2021. Examining Writing Measures and Achievement for Students of Varied Language Abilities and Linguistic Backgrounds Using Structural Equation Modeling. Reading & Writing Quarterly 37:1  pp. 65 ff. DOI logo
Xu, Yi, Li‐Yun Chang, Juan Zhang & Charles A. Perfetti
2013. Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language. Foreign Language Annals 46:3  pp. 423 ff. DOI logo
Yamasaki, Brianna L. & Chantel S. Prat
2014. The Importance of Managing Interference for Second Language Reading Ability: An Individual Differences Investigation. Discourse Processes 51:5-6  pp. 445 ff. DOI logo
Yamashita, Junko
2022. Chapter 2. L2 reading comprehension. In Understanding L2 Proficiency [Bilingual Processing and Acquisition, 13],  pp. 5 ff. DOI logo
Yamashita, Junko, Kunihiro Kusanagi & Toshihiko Shiotsu
2023. Development of EFL reading rate in adolescents in Japan. Journal of Second Language Studies 6:2  pp. 238 ff. DOI logo
Yung, Kevin Wai Ho & Yuyang Cai
2020. Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis. Assessment & Evaluation in Higher Education 45:4  pp. 629 ff. DOI logo
Zarić, Jelena, Marcus Hasselhorn & Telse Nagler
2021. Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education 36:1  pp. 21 ff. DOI logo
Zarić, Jelena & Telse Nagler
2021. Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing 34:8  pp. 2031 ff. DOI logo
Zeguers, Maaike HT, HM Huizenga, MW van der Molen & P Snellings
2018. Time course analyses of orthographic and phonological priming effects in developing readers. Quarterly Journal of Experimental Psychology 71:8  pp. 1672 ff. DOI logo
Zhang, Haomin (Stanley)
2020. Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis. European Journal of Psychology of Education 35:4  pp. 911 ff. DOI logo
Zhang, Haomin (Stanley), Jiexin Lin, Xi Cheng, Chichi Wang & Xiaobao Wei
2023. Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition. The Journal of General Psychology 150:3  pp. 278 ff. DOI logo
Zhang, Shuai, Bing Han, Alida K. Hudson, Karol A. Moore & R. Malatesha Joshi
2022. John Effect in Literacy Acquisition: The Role of Morphological Awareness in Literacy Acquisition in Different Orthographies. In Developing Language and Literacy [Literacy Studies, 23],  pp. 369 ff. DOI logo
Zhang, Songshan & Xian Zhang
2022. The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research 26:4  pp. 696 ff. DOI logo
Zhang, Xing, Haiming Xu, Haomin Zhang, Jie Sun, Chichi Wang & Zhenxia Pei
2023. Early reading profiles of L2 English learners: how orthographic knowledge predicts reading comprehension. Journal of Cognitive Psychology 35:8  pp. 795 ff. DOI logo
Zhao, Ying, Xinchun Wu & Liping Li
2023. How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency. Journal of Research in Reading 46:4  pp. 393 ff. DOI logo
Zhao, Ying, Xinchun Wu, Peng Sun & Hongjun Chen
2021. Relationship Between Vocabulary Knowledge and Reading Comprehension in Deaf and Hard of Hearing Students. The Journal of Deaf Studies and Deaf Education 26:4  pp. 546 ff. DOI logo
Zhou, Lulin, Fiona J. Duff & Charles Hulme
2015. Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese. Scientific Studies of Reading 19:6  pp. 409 ff. DOI logo
Álvarez-Cañizo, Marta, Olivia Afonso & Paz Suárez-Coalla
2023. Writing proficiency in English as L2 in Spanish children with dyslexia. Annals of Dyslexia 73:1  pp. 130 ff. DOI logo
Åsberg Johnels, Jakob, Emilia Carlsson, Courtenay Norbury, Christopher Gillberg & Carmela Miniscalco
2019. Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study. Autism 23:6  pp. 1449 ff. DOI logo
Åsberg Johnels, Jakob, Elisabeth Fernell, Liselotte Kjellmer, Christopher Gillberg & Fritjof Norrelgen
2022. Language/cognitive predictors of literacy skills in 12-year-old children on the autism spectrum. Logopedics Phoniatrics Vocology 47:3  pp. 166 ff. DOI logo
Åsberg Johnels, Jakob, Svenny Kopp & Christopher Gillberg
2014. Spelling Difficulties in School-Aged Girls With Attention-Deficit/Hyperactivity Disorder. Journal of Learning Disabilities 47:5  pp. 424 ff. DOI logo
Åsberg Johnels, Jakob, Christian Waldmann & Maria Levlin
2024. Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school. Journal of Research in Reading DOI logo
[no author supplied]

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