Adedeji, Victoria I., Julie A. Kirkby, Martin R. Vasilev & Timothy J. Slattery
2024.
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording.
Scientific Studies of Reading 28:2
► pp. 214 ff.
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.
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
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.
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
Dahl-Leonard, Katlynn, Colby Hall, Michael P. Mesa, Tricia A. Zucker & Delanie Peacott
2024.
Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms.
Reading & Writing Quarterly ► pp. 1 ff.
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.
Davis, Dennis S., Courtney Samuelson, Jill Grifenhagen, Robyn DeIaco & Jackie Relyea
2022.
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains.
Reading Research Quarterly 57:3
► pp. 781 ff.
Ehri, Linnea C.
2020.
The Science of Learning to Read Words: A Case for Systematic Phonics Instruction.
Reading Research Quarterly 55:S1
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.
Gottardo, Alexandra, Redab Al-Janaideh, Johanne Paradis, Adriana Soto-Corominas, Xi Chen & Norah Amin
2023.
Age, Experience and Language and Literacy Skills in English-Arabic Speaking Syrian Refugees.
Languages 8:2
► pp. 101 ff.
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.
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.
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 42:3
► pp. 241 ff.
Hassanein, Elsayed E. A., Evelyn S. Johnson, Sayed Ibrahim & Yousef Alshaboul
2023.
What predicts word reading in Arabic?.
Frontiers in Psychology 14
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.
Kearns, Devin M. & Elfrieda H. Hiebert
2022.
The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula.
Reading Research Quarterly 57:1
► pp. 255 ff.
Layes, Smail, Marjolaine Cohen & Sietske van Viersen
2022.
The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia.
Applied Psycholinguistics 43:5
► pp. 1165 ff.
Müller, Mirela & Mirjana Matea Kovač
2024.
Students’ attitudes on the importance of reading habits as a vital factor for L2 development: An example from higher education practice.
Forum for Linguistic Studies 6:2
► pp. 1256 ff.
Niolaki, Georgia Z., Vassilios Papadimitriou, Aris R. Terzopoulos & Jackie Masterson
2024.
Greek-spelling predictors; an investigation of literacy- and cognitive-related factors.
Journal of Cognitive Psychology ► pp. 1 ff.
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.
Papadimitriou, Vassilios & Vassilios Argyropoulos
2022.
The Word Length Effect on Text Reading Via the Braille Code.
Scientific Studies of Reading 26:5
► pp. 432 ff.
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.
Pezzino, Anne-Sophie, Nathalie Marec-Breton, Corentin Gonthier & Agnès Lacroix
2021.
Factors Explaining Deficits in Reading Acquisition: The Case of Williams Syndrome.
Journal of Speech, Language, and Hearing Research 64:10
► pp. 3894 ff.
Pezzino, Anne-Sophie, Nathalie Marec-Breton & Agnès Lacroix
2020.
L’apprentissage de la langue écrite dans le cas du syndrome de Williams.
Enfance N° 4:4
► pp. 475 ff.
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.
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.
TIBI, SANA, JAMIE L. TOCK & JOHN R. KIRBY
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.
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.
This list is based on CrossRef data as of 12 april 2024. 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.