Articles that cite this article:

A Test for Assessing Phonemic Awareness in Young Children

Hallie Kay Yopp

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Baker, S., & Smith, S. (1999). Starting Off on the Right Foot: The Influence of Four Principles of Professional Development in Improving Literacy Instruction in Two Kindergarten Programs. Learning Disabilities Research and Practice, 14, 239. doi:10.1207/sldrp1404_5

Coker, D. (2006). Impact of First-Grade Factors on the Growth and Outcomes of Urban Schoolchildren's Primary-Grade Writing.. Journal of Educational Psychology, 98, 471. doi:10.1037/0022-0663.98.3.471

Kotoulas, V. (2004). The Development of Phonological Awareness Throughout The School Years: The Case of a Transparent Orthography. L1–Educational Studies in Language and Literature, 4, 183. doi:10.1007/s10674-004-1025-8

Post, Y.V., Swank, P.R., Hiscock, M., & Fowler, A.E. (1999). Identification of vowel speech sounds by skilled and less skilled readers and the relation with vowel spelling. Annals of Dyslexia, 49, 161. doi:10.1007/s11881-999-0023-z

Scanlon, D., & Vellutino, F. (1997). A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure. Scientific Studies of Reading, 1, 191. doi:10.1207/s1532799xssr0103_2

Spector, J. (2005). Instability of Double-Deficit Subtypes Among At-Risk First Grade Readers. Reading Psychology, 26, 285. doi:10.1080/02702710590967834

Tivnan, T., & Hemphill, L. (2005). Comparing Four Literacy Reform Models in High‐Poverty Schools: Patterns of First‐Grade Achievement. The Elementary School Journal, 105, 419. doi:10.1086/431885

Vellutino, F.R., Scanlon, D.M., Zhang, H., & Schatschneider, C. (2007). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, doi:10.1007/s11145-007-9098-2