| Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency |
32 |
| Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension |
14 |
| Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners |
13 |
| Word Reading Fluency as a Serial Naming Task |
13 |
| Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic |
12 |
| Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers |
12 |
| Early Shared Reading, Socioeconomic Status, and Children's Cognitive and School Competencies: Six Years of Longitudinal Evidence |
10 |
| Is Statistical Learning Ability Related to Reading Ability, and If So, Why? |
10 |
| Writing System Variation and Its Consequences for Reading and Dyslexia |
10 |
| Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability |
9 |
| Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency |
8 |
| Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek |
8 |
| A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia |
7 |
| Evidence of Statistical Learning of Orthographic Representations in Grades 1-5: The Case of Silent Letters and Double Consonants in French |
7 |
| Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages |
7 |
| Reader, Word, and Character Attributes Contributing to Chinese Children's Concept of Word |
7 |
| Competing Activation During Fantasy Text Comprehension |
6 |
| The Dimensionality of Inference Making: Are Local and Global Inferences Distinguishable? |
6 |
| Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from eye movements |
6 |
| Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation |
6 |
| Reading and the Neurocognitive Bases of Statistical Learning |
6 |
| Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children |
6 |
| Prosodic Perception Problems in Spanish Dyslexia |
5 |
| Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer |
5 |
| The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use |
5 |
| Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties |
4 |
| Lexical Reading in Dysfluent Readers of German |
4 |
| The Nature of Developmental Dyslexia in a Transparent Orthography |
4 |
| Spelling Errors Impede Recognition of Correctly Spelled Word Forms |
4 |
| Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill |
3 |
| Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia |
3 |
| A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability |
3 |
| Protective Factors and Compensation in Resolving Dyslexia |
3 |
| Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading |
3 |
| Morphological Processing Before and During Children's Spelling |
3 |
| Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children's Word Reading and Reading Comprehension |
3 |
| Stability of Visual Attention Span Performance and Its Relation With Reading Over Time |
3 |
| Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge |
3 |
| The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension |
3 |
| The Role of Linguistic Diversity in the Prediction of Early Reading Comprehension: A Quantile Regression Approach |
3 |
| Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model |
3 |
| Automatic Activation of Sounds by Letters Occurs Early in Development but is not Impaired in Children With Dyslexia |
2 |
| Does the Visual Attention Span Play a Role in Reading in Arabic? |
2 |
| Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2 |
2 |
| Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed |
2 |
| Lexical and Sublexical Phonological Effects in Chinese Silent and Oral Reading |
2 |
| Impaired Orthographic Processing in Chinese Dyslexic Children: Evidence From the Lexicality Effect on N400 |
2 |
| The Unique Role of Early Spelling in the Prediction of Later Literacy Performance |
1 |
| Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age and Literacy, but Not on Task Format |
1 |
| Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant |
1 |
