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Australian Journal of Learning Difficulties Volume 22, 2017 - Issue 2: New directions in research for reading and writing difficulties
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Articles

Links between early oral narrative and decoding skills and later reading in a New Zealand sampleFootnote*

Elizabeth SchaughencyDepartment of Psychology, University of Otago, Dunedin, New ZealandCorrespondence[email protected]
,
Sebastian SuggateInstitute of Psychology, Education, and Sport Science, University of Regensburg, Regensburg, Germany
&
Elaine ReeseDepartment of Psychology, University of Otago, Dunedin, New Zealand
Pages 109-132 | Received 10 Jun 2017, Accepted 28 Oct 2017, Published online: 10 Nov 2017

Citations (10)

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Read on this site (2)

Tracy A. Cameron, Jane L. D. Carroll & Elizabeth Schaughency. (2022) Concurrent validity of the Preschool Early Literacy Indicators with a New Zealand sample of 5-year-olds entering primary school. International Journal of School & Educational Psychology 10:2, pages 208-219.
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Rebekah Luo, Rebecca Harding, Barbara Galland, Martin Sellbom, Amelia Gill & Elizabeth Schaughency. (2019) Relations between Risk for Sleep-Disordered Breathing, Cognitive and Executive Functioning, and Academic Performance in Six-Year-Olds. Early Education and Development 30:7, pages 947-970.
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Articles from other publishers (8)

Elizabeth Schaughency, Kelsi Linney, Jane Carroll, Shika Das, Jessica Riordan & Elaine Reese. (2023) Tender Shoots : A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later . Reading Research Quarterly 58:3, pages 450-470.
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Elaine Reese, Ashleigh Barrett-Young, Laura Gilkison, Jane Carroll, Shika Das, Jessica Riordan & Elizabeth Schaughency. (2022) Tender Shoots: a parent book-reading and reminiscing program to enhance children’s oral narrative skills. Reading and Writing 36:3, pages 541-564.
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Rebecca Harding, Elizabeth Schaughency, Jillian J. Haszard, Amelia I. Gill, Rebekah Luo, Carmen Lobb, Patrick Dawes & Barbara Galland. (2021) Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight. Frontiers in Psychology 12.
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Sue Nichols & Susan Hill. (2020) New Word Hunters: A family engagement strategy to extend Year 1 children’s vocabulary. The Australian Journal of Language and Literacy 43:2, pages 129-140.
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Tracy A. Cameron, Jane L. D. Carroll, Mele Taumoepeau & Elizabeth Schaughency. (2019) How Do New Zealand Teachers Assess Children’s Oral Language and Literacy Skills at School Entry?. New Zealand Journal of Educational Studies 54:1, pages 69-97.
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Dilek Altun. (2019) Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study. Early Childhood Education Journal 47:4, pages 427-443.
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Dilek Altun. (2018) The Efficacy of Multimedia Stories in Preschoolers’ Explicit and Implicit Story Comprehension. Early Childhood Education Journal 46:6, pages 629-642.
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Sebastian Suggate, Elizabeth Schaughency, Helena McAnally & Elaine Reese. (2018) From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development 47, pages 82-95.
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