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12/2015, Discoveries & Explanations in Child Development, ISBN 1446249042
This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to... 
Reading
eBook
Current Developmental Disorders Reports, ISSN 2196-2987, 12/2014, Volume 1, Issue 4, pp. 260 - 266
Interventions to support students with reading difficulties have existed for over 70 years. This paper rehearses the need for interventions to be grounded in... 
Pediatrics | Medicine & Public Health | Teaching interventions | General Practice / Family Medicine | Reading difficulties | Dyslexia | Morphology interventions | Remediation | Psychiatry
Journal Article
01/2016, Discoveries and Explanations in Child Development Ser., ISBN 1446249042
Annotation This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching... 
Reading | Language Arts & Disciplines
Web Resource
Educational Psychology, ISSN 0144-3410, 03/2014, Volume 34, Issue 2, pp. 185 - 207
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM)... 
Journal Article
Journal of Educational Psychology, ISSN 0022-0663, 02/2011, Volume 103, Issue 1, pp. 169 - 189
In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text... 
Journal Article
Proceedings of the National Academy of Sciences of the United States of America, ISSN 0027-8424, 8/2002, Volume 99, Issue 16, pp. 10911 - 10916
Journal Article
Applied Psycholinguistics, ISSN 0142-7164, 01/2018, Volume 39, Issue 1, pp. 117 - 143
Journal Article
Reading and Writing, ISSN 0922-4777, 05/2010, Volume 23, Issue 5, pp. 539 - 568
The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the... 
Journal Article
Scientific Studies of Reading, ISSN 1088-8438, 05/2014, Volume 18, Issue 3, pp. 192 - 207
The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported.... 
Journal Article
Literacy, ISSN 1741-4350, 07/2008, Volume 42, Issue 2, pp. 59 - 66
The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for... 
printed word recognition | language comprehension | Simple View | Reading development | Language comprehension | Simple view | Printed word recognition | Reading Instruction | Literacy | Early Reading
Journal Article
Educational Psychology, ISSN 0144-3410, 12/2004, Volume 24, Issue 6, pp. 753 - 765
Recent national developments in the teaching of literacy in the early years in the UK mean that teachers need to have explicit fluent knowledge of the sound... 
Phonemes | Student Teachers | Knowledge Base for Teaching | Phoneme Grapheme Correspondence | Reading Skills | Phonological Awareness | Teacher Characteristics | Literacy Education | Testing
Journal Article
Journal of Research in Reading, ISSN 0141-0423, 11/2013, Volume 36, Issue 4, p. 371
A study of the concurrent relationships between naming speed, phonological awareness and spelling ability in 146 children in Years 3 and 4 of state-funded... 
English | Intelligence Quotient | Correlation | Spelling | Orthographic Symbols | Elementary School Students | Vision | Phonological Awareness | England | Foreign Countries | Naming
Journal Article
Journal of Research in Reading, ISSN 0141-0423, 11/2013, Volume 36, Issue 4, pp. 371 - 388
A study of the concurrent relationships between naming speed, phonological awareness and spelling ability in 146 children in Years 3 and 4 of state-funded... 
Journal Article
Journal of Research in Reading, ISSN 0141-0423, 05/2013, p. n/a
Journal Article
Educational Psychology, ISSN 0144-3410, 03/2009, Volume 29, Issue 2, pp. 171 - 186
There is evidence that phonological awareness skills secure decoding ability and that phonological deficits underlie failure to acquire adequate word... 
Journal Article
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