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Adriana D. Cimetta, Ronald W. Marx, David B. Yaden, Ghadah S. Alkhadim & Christina A. Cutshaw. (2018) Latent variable structure and measurement invariance of a modified early literacy assessment. International Journal of School & Educational Psychology 6:3, pages 208-222.
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Matthew R. Holliday, Adriana Cimetta, Christina A. Cutshaw, David Yaden & Ronald W. Marx. (2014) Protective Factors for School Readiness Among Children in Poverty. Journal of Education for Students Placed at Risk (JESPAR) 19:3-4, pages 125-147.
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Emad
M. Alghazo & Yasser
A. Al-Hilawani. (2010) Knowledge, Skills, and Practices Concerning Phonological Awareness Among Early Childhood Education Teachers. Journal of Research in Childhood Education 24:2, pages 172-185.
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Sylvia Moreira & Maryellen Hamilton. (2006) Goats Don't Wear Coats: An Examination of Semantic Interference in Rhyming Assessments of Reading Readiness for English Language Learners. Bilingual Research Journal 30:2, pages 547-557.
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Articles from other publishers (10)
Iris Xóchitl Galicia Moyeda, Francisco Javier Robles Ojeda & Alejandra Sánchez Velasco. (2015) Efectos de actividades fonológicas en el vocabulario, las habilidades psicolingüísticas y los procesos lectores de niños de primer grado.. Acta Colombiana de Psicología 18:2, pages 29-40.
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Fathi M. Ihmeideh. (2014) The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers & Education 79, pages 40-48.
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Christian Sebastián & Renato Moretti. (2012) Profiles of cognitive precursors to reading acquisition. Contributions to a developmental perspective of adult literacy. Learning and Individual Differences 22:5, pages 585-596.
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RICHARD S. KRUK & KRISTIN A. A. REYNOLDS. (2011) French immersion experience and reading skill development in at-risk readers. Journal of Child Language 39:3, pages 580-610.
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Lee Farrington‐Flint, Katherine H. Canobi, Clare Wood & Dorothy Faulkner. (2010) Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology 28:2, pages 427-448.
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Melinda Daniel & Mary E. Reynolds. (2007) Phonological Awareness Instruction: Opinions and Practices of Educators and Speech-Language Pathologists. Contemporary Issues in Communication Science and Disorders 34:Fall, pages 106-117.
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Lee Farrington‐Flint, Clare Wood, Katherine H. Canobi & Dorothy Faulkner. (2004) Patterns of analogical reasoning among beginning readers. Journal of Research in Reading 27:3, pages 226-247.
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Mary E. Reynolds, Kristie Callihan & Erin Browning. (2003) Effect of Instruction on the Development of Rhyming Skills in Young Children. Contemporary Issues in Communication Science and Disorders 30:Spring, pages 41-46.
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Pav Chera & Clare Wood. (2003) Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. Learning and Instruction 13:1, pages 33-52.
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Clare Wood & Lee Farrington-Flint. (2001) Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development 16:4, pages 951-963.
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