Chapter published in:
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 127146


Bhattacharya, A. & Ehri, L.
(2004) Grapho-syllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37, 331–348. CrossrefGoogle Scholar
Boyer, N. & Ehri, L.
(2011) Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, 440–470. CrossrefGoogle Scholar
Cain, K. & Oakhill, J.
(2011) Matthew Effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44, 431–443. CrossrefGoogle Scholar
Cardoso-Martins, C., Mesquita, T., & Ehri, L.
(2011) Letter names and phonological awareness help children to learn letter-sound relations. Journal of Experimental Child Psychology, 109, 25–38. CrossrefGoogle Scholar
Castiglioni-Spalten, M. & Ehri, L.
(2003) Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners’ reading and spelling. Scientific Studies of Reading, 7, 25–52. CrossrefGoogle Scholar
Ehri, L.
(1984) How orthography alters spoken language competencies in children learning to read and spell. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 119–147). New York: Springer Verlag. CrossrefGoogle Scholar
Cunningham, A., Nathan, R. & Raher, K.
(2011) Orthographic processing in models of word recognition. In M. Kamil, P. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Volume IV. (pp. 259–285). New York: Routledge.Google Scholar
Ehri, L.
(1987) Learning to read and spell words. Journal of Reading Behavior, 14, 5–31. CrossrefGoogle Scholar
(1992) Re-conceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum.Google Scholar
(1998) Grapheme–phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Mahwah, NJ: Erlbaum.Google Scholar
(2005a) Development of sight word reading: Phases and findings. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 135–154). Malden, MA: Blackwell. CrossrefGoogle Scholar
(2005b) Learning to read words: Theory, findings and issues. Scientific Studies of Reading 9, 167–188. CrossrefGoogle Scholar
Ehri, L., Deffner, N., & Wilce, L.
(1984) Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880–893. CrossrefGoogle Scholar
Ehri, L., Nunes, S., Willows, D., Schuster, B., Yghaoub-Zadeh, Z., & Shanahan, T.
(2001) Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel meta-analysis. Reading Research Quarterly, 36, 250–287. CrossrefGoogle Scholar
Ehri, L. & Wilce, L.
(1979) The mnemonic value of orthography among beginning readers. Journal of Educational Psychology, 71, 26–40. CrossrefGoogle Scholar
(1980) The influence of orthography on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371–385. CrossrefGoogle Scholar
(1983) Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75, 3–18. CrossrefGoogle Scholar
Ehri, L., & Wilce, L.
(1985) Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163–179. CrossrefGoogle Scholar
(1987) Cypher versus cue reading: An experiment in decoding acquisition. Journal of Educational Psychology, 79, 3–13. CrossrefGoogle Scholar
Gaskins, I., Ehri, L., Cress, C., O’Hara, C., & Donnelly, K.
(1996) Procedures for word learning: Making discoveries about words. The Reading Teacher, 50, 312–327.Google Scholar
Gathercole, S.
(2006) Non-word repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513–543.Google Scholar
Laing, E., & Hulme, C.
(1999) Phonological and semantic processes influence beginning readers’ ability to learn to read words. Journal of Experimental Child Psychology, 73, 183–207. CrossrefGoogle Scholar
Liberman, A.
(1999) The reading researcher and the reading teacher need the right theory of speech. Scientific Studies of Reading, 3, 95–111. CrossrefGoogle Scholar
McCandliss, B., Sandal, R., Beck, I., & Perfetti, C.
(2003) Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the Word Building intervention. Scientific Studies of Reading. 7, 75–105. CrossrefGoogle Scholar
Moats, L.
(2010) Speech to print: Language essentials for teachers. (2nd ed.) Baltimore, MD: Brookes.Google Scholar
Nagy, W. & Scott, J.
(2000) Vocabulary processes. In M. Kamil, P. Mossenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269–284). Mahwah, NJ: Erlbaum.Google Scholar
Perfetti, C.
(1985) Reading ability. New York: Oxford University press.Google Scholar
(2007) Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. CrossrefGoogle Scholar
Rack, J., Hulme, C., Snowling, M., & Wightman, J.
(1994) The role of phonology in young children learning to read words: The direct-mapping hypothesis. Journal of Experimental Child Psychology, 57, 42–71. CrossrefGoogle Scholar
Ricketts, J., Bishop, D., & Nation, K.
(2009) Orthographic facilitation in oral vocabulary acquisition. The Quarterly Journal of Experimental Psychology, 62, 1948–1966. CrossrefGoogle Scholar
Roberts, T.
(2003) Effects of alphabet-letter instruction on young children’s word recognition. Journal of Educational Psychology, 95, 41–51. CrossrefGoogle Scholar
Rosenthal, J. & Ehri, L.
(2008) The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175–191. CrossrefGoogle Scholar
(2011) Pronouncing new words aloud during the silent reading of text enhances fifth graders’ memory for vocabulary words and their spellings. Reading and Writing: An Interdisciplinary Journal, 24, 921–950. CrossrefGoogle Scholar
Seidenberg, M. & Tanenhaus, M.
(1979) Orthographic effects on rhyme monitoring. Journal of Experimental Psychology: Human Learning and Memory, 5, 546–554.Google Scholar
Share, D.
(2004a) Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. CrossrefGoogle Scholar
(2004b) Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267–298. CrossrefGoogle Scholar
(2008) Orthographic learning, phonological recoding, and self-teaching. In R. Kail (Ed.), Advances in child development and behavior (pp. 31–81). New York, NY: Elsevier.Google Scholar
Shmidman, A. & Ehri, L.
(2010) Embedded picture mnemonics to learn letters. Scientific Studies of Reading, 14, 159–182. CrossrefGoogle Scholar
Siegler. R.
(1996) Emerging minds: The process of change in children’s thinking. New York: Oxford University Press.Google Scholar
Stuart, M. & Coltheart, M.
(1988) Does reading develop in a sequence of stages? Cognition, 30, 139–181. CrossrefGoogle Scholar
Treiman, R., Goswami, U., & Bruck, M.
(1990) Not all non-words are alike: Implications for reading development and theory. Memory and Cognition, 18, 559–567. CrossrefGoogle Scholar
Treiman, R. & Kessler, B.
(2006) Spelling as statistical learning: Using consonant context to spell vowels. Journal of Educational Psychology, 98, 642–652. CrossrefGoogle Scholar
Tunmer, W. & Chapman, J.
(2012) Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills. Scientific Studies of Reading, 16, 122–140. CrossrefGoogle Scholar
Tunmer, W. & Nicholson, T.
(2011) The development and teaching of word recognition skill. In M. Kamil, P. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Volume IV. (pp. 405–431). New York: Routledge.Google Scholar
Venezky, R.
(1999) The American way of spelling: The structure and origins of American English orthography. New York: Guilford.Google Scholar
Cited by

Cited by 18 other publications

Boyle, Susannah, David McNaughton, Janice Light, Salena Babb & Shelley E. Chapin
2021. The Effects of Shared e-Book Reading With Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children With Developmental Disabilities. Language, Speech, and Hearing Services in Schools 52:1  pp. 426 ff. Crossref logo
Brown, Kathleen J., Kelly C. Patrick, Matthew K. Fields & Grace T. Craig
2021. Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading. Reading Research Quarterly 56:S1 Crossref 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. Crossref logo
Cunningham, Anna J., Adrian P. Burgess, Caroline Witton, Joel B. Talcott & Laura R. Shapiro
2021. Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9. Developmental Science 24:1 Crossref logo
Davis, Dennis S., Jill S. Jones & Courtney Samuelson
2021. Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?. Reading & Writing Quarterly 37:4  pp. 301 ff. Crossref logo
Ehri, Linnea C.
2020. The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 55:S1 Crossref logo
Erickson, Joy Dangora, Alessandra E. Ward, Jacquelynne Anne Boivin & Beth Fornauf
2021. Five Principles to Nurture Motivation Within Early Reading Interventions. The Reading Teacher 74:5  pp. 493 ff. Crossref logo
Grigorakis, Ioannis & George Manolitsis
2021. Longitudinal effects of different aspects of morphological awareness skills on early spelling development. Reading and Writing 34:4  pp. 945 ff. Crossref logo
Gruhn, Sophie, Eliane Segers & Ludo Verhoeven
2019. The Efficiency of Briefly Presenting Word Forms in a Computerized Repeated Spelling Training. Reading & Writing Quarterly 35:3  pp. 225 ff. Crossref logo
Hassanein, Elsayed E. A., Evelyn S. Johnson, Yousef Alshaboul, Sayed Ibrahim, Ahmed Megreya, Maha Al-Hendawi & Asma Al-Attiyah
2021. Developing a Test of Early Arabic Literacy Skills. Reading Psychology  pp. 1 ff. Crossref logo
Isbell, Elif, Susan D. Calkins, Veronica T. Cole, Margaret M. Swingler & Esther M. Leerkes
2019. Longitudinal associations between conflict monitoring and emergent academic skills: An event‐related potentials study. Developmental Psychobiology 61:4  pp. 495 ff. Crossref logo
Kearns, Devin M. & Elfrieda H. Hiebert
2021. The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula. Reading Research Quarterly Crossref logo
Niolaki, Georgia Z., Janet Vousden, Aris R. Terzopoulos, Laura M. Taylor, Shani Sephton & Jackie Masterson
2020. Predictors of single word spelling in English speaking children: a cross sectional study. Journal of Research in Reading 43:4  pp. 577 ff. Crossref logo
Park, Yujeong, Mary T. Brownell, Deborah K. Reed, Sana Tibi & Linda J. Lombardino
2020. Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties. Language, Speech, and Hearing Services in Schools 51:3  pp. 655 ff. Crossref logo
Tibi, Sana, Lisa Fitton & Autumn L. McIlraith
2021. The development of a measure of orthographic knowledge in the Arabic language: A psychometric evaluation. Applied Psycholinguistics 42:3  pp. 739 ff. Crossref logo
Tibi, Sana & John R. Kirby
2019. Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4  pp. 993 ff. Crossref logo
2019. The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study. Applied Psycholinguistics 40:2  pp. 303 ff. Crossref logo
Tijms, Jurgen, Elpida V. Pavlidou & Hester A. I. Hoette
2020. Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties: a pilot study. European Journal of Special Needs Education 35:5  pp. 711 ff. Crossref logo

This list is based on CrossRef data as of 13 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.