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Cited by (10)
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Boldrini, Greta, Amy C. Fox & Robert S. Savage
2023. Flexible phonics: a complementary ‘next generation’ approach for teaching early reading. Literacy 57:1 ► pp. 72 ff.
Norambuena, Yeniè S., Bernardo E. Riffo & Katia L. Sáez
2022. Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas). Journal for the Study of Education and Development 45:2 ► pp. 247 ff.
Savage, Robert
2022. Teaching Children to Read. In The Science of Reading, ► pp. 209 ff.
Côté, Marie-France, Robert Savage & Yaacov Petscher
2021. Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs. Scientific Studies of Reading 25:5 ► pp. 383 ff.
Georgiou, George K., Robert Savage, Kristy Dunn, Peter Bowers & Rauno Parrila
2021. Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading 44:1 ► pp. 131 ff.
Moss, Gemma
2021. Literacies and social practice: sociological perspectives on reading research. Education 3-13 49:1 ► pp. 41 ff.
Savage, Robert, George Georgiou, Rauno Parrila, Kristina Maiorino, Kristy Dunn & Giovani Burgos
2020. The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students. Scientific Studies of Reading 24:4 ► pp. 321 ff.
Savage, Robert & Adriana Pace
2020. Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting. International Journal of Bilingual Education and Bilingualism 23:8 ► pp. 872 ff.
Yeung, Susanna Siu-sze & Robert Savage
2020. Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial. Journal of Learning Disabilities 53:2 ► pp. 131 ff.
Savage, Robert, George Georgiou, Rauno Parrila & Kristina Maiorino
2018. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners. Scientific Studies of Reading 22:3 ► pp. 225 ff.
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