The International Reading Association
Home |  Contact Us | Help | Site Map

Articles that cite this article:

Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills

 

full text - PDF

 

Articles that cite this article (and are available online) include:

Anthony, J.L., & Lonigan, C.J. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.. Journal of Educational Psychology, 96, 43. doi:10.1037/0022-0663.96.1.43

Cormier, P., & Kelson, S. (2000). The Roles of Phonological and Syntactic Awareness in the Use of Plural Morphemes Among Children in French Immersion. Scientific Studies of Reading, 4, 267. doi:10.1207/S1532799XSSR0404_2

Cragg, L., & Nation, K. (2006). Exploring Written Narrative in Children with Poor Reading Comprehension. Educational Psychology, 26, 55. doi:10.1080/01443410500340991

Durkin, C. (2000). Dyslexia and bilingual children—does recent research assist identification?. Dyslexia, 6, 248. doi:10.1002/1099-0909(200010/12)6:4<248::AID-DYS173>3.0.CO;2-O

Elbro, C., & Petersen, D. (2004). Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.. Journal of Educational Psychology, 96, 660. doi:10.1037/0022-0663.96.4.660

Goswami, U. (2000). Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework. Dyslexia, 6, 133. doi:10.1002/(SICI)1099-0909(200004/06)6:2<133::AID-DYS160>3.0.CO;2-A

Lonigan, C.J., Burgess, S.R., & Anthony, J.L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.. Developmental Psychology, 36, 596. doi:10.1037/0012-1649.36.5.596

Lopez, L.M., & Greenfield, D.B. (2004). The Identification of Preliteracy Skills in Hispanic Head Start Children. NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field, 7, 61. doi:10.1207/s19309325nhsa0701_6

Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11, 269. doi:10.1002/dys.303

Mayer, P., Crowley, K., & Kaminska, Z. (2007). Reading and spelling processes in Welsh–English bilinguals: differential effects of concurrent vocalisation tasks. Reading and Writing, 20, 671. doi:10.1007/s11145-006-9044-8

McGuinness, D. (1997). Decoding strategies as predictors of reading skill: A follow-on study. Annals of Dyslexia, 47, 115. doi:10.1007/s11881-997-0023-9

Post, Y.V., Carreker, S., & Holland, G. (2001). The spelling of final letter patterns: A comparison of instruction at the level of the phoneme and the rime. Annals of Dyslexia, 51, 121. doi:10.1007/s11881-001-0008-z

Savage, R., & Stuart, M. (2006). A Developmental Model of Reading Acquisition Based upon Early Scaffolding Errors and Subsequent Vowel Inferences. Educational Psychology, 26, 33. doi:10.1080/01443410500340983

Simpson, S. (2000). Dyslexia: a developmental language disorder. Child Care Health and Development, 26, 355. doi:10.1046/j.1365-2214.2000.00151.x

Stuart, M. (2005). Phonemic analysis and reading development: some current issues. Journal of Research in Reading, 28, 39. doi:10.1111/j.1467-9817.2005.00251.x

Stuart, M. (2006). Learning to read: developing processes for recognizing, understanding and pronouncing written words. London Review of Education, 4, 19. doi:10.1080/13603110600574330

Vousden, J.I. (2007). Units of English spelling-to-sound mapping: a rational approach to reading instruction. Applied Cognitive Psychology, doi:10.1002/acp.1371

Walker, N., & Wigglesworth, G. (2001). The Effect of Conductive Hearing Loss on Phonological Awareness, Reading and Spelling of Urban Aboriginal Students. Australian and New Zealand Journal of Audiology, 23, 37. doi:10.1375/audi.23.1.37.31097

Walpole, S., Chow, S., & Justice, L.M. (2004). Literacy Achievement during Kindergarten: Examining Key Contributors in an At-Risk Sample. Early Education and Development, 15, 245. doi:10.1207/s15566935eed1503_1

Walton, P.D., Walton, L.M., & Felton, K. (2001). Teaching rime analogy or letter recoding reading strategies to prereaders: Effects on prereading skills and word reading.. Journal of Educational Psychology, 93, 160. doi:10.1037/0022-0663.93.1.160

Walton, P., & Walton, L. (2002). Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies. Scientific Studies of Reading, 6, 79. doi:10.1207/S1532799XSSR0601_04

Ziegler, J.C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.. Psychological Bulletin, 131, 3. doi:10.1037/0033-2909.131.1.3

de Jong, P.F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.. Journal of Educational Psychology, 95, 22. doi:10.1037/0022-0663.95.1.22

arrowMore About RRQ

arrowArchives

arrowSelected Articles

arrowSubscription/Access Information

design image design image

menu arrowJournals

The Reading Teacher

Journal of Adolescent & Adult Literacy

Reading Research Quarterly

Lectura y Vida

Reading Online

menu arrowBooks, Brochures, Videos

menu arrowReading Today

menu arrowRights and Permissions

menu arrowFor Authors

menu arrowFor Reviewers

menu arrowFor Advertisers