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Educational Research and Evaluation
An International Journal on Theory and Practice
Volume 11, 2005 - Issue 3
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Original Articles

Early Literacy From a Longitudinal Perspective

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Pages 253-275 | Received 10 Mar 2003, Accepted 19 Feb 2004, Published online: 16 Feb 2007

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Read on this site (13)

Sanne Rathé, Joke Torbeyns, Bert De Smedt & Lieven Verschaffel. (2020) Spontaneous focusing on Arabic number symbols: A unique component of children’s early mathematical development?. Mathematical Thinking and Learning 22:4, pages 281-295.
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Lateefeh Maroun, Raphiq Ibrahim & Zohar Eviatar. (2019) Visual and orthographic processing in Arabic word recognition among dyslexic and typical readers. Writing Systems Research 11:2, pages 142-158.
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M.J. Snel, C.A.J. Aarnoutse, J. Terwel, J.F.J. van Leeuwe & W.M. van der Veld. (2016) Prediction of word recognition in the first half of grade 1. European Early Childhood Education Research Journal 24:2, pages 229-238.
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Victor Kuperman, Julie A. Van Dyke & Regina Henry. (2016) Eye-Movement Control in RAN and Reading. Scientific Studies of Reading 20:2, pages 173-188.
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Valentina Tobia & Gian Marco Marzocchi. (2014) Predictors of reading fluency in Italian orthography: Evidence from a cross-sectional study of primary school students. Child Neuropsychology 20:4, pages 449-469.
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Michelle M. Neumann, Michelle Hood, Ruth M. Ford & David L. Neumann. (2013) Letter and numeral identification: their relationship with early literacy and numeracy skills. European Early Childhood Education Research Journal 21:4, pages 489-501.
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Fabio Alivernini. (2013) An exploration of the gap between highest and lowest ability readers across 20 countries. Educational Studies 39:4, pages 399-417.
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Airi Hakkarainen, Leena Holopainen & Hannu Savolainen. (2013) Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education. Scandinavian Journal of Educational Research 57:5, pages 488-506.
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M.J. Snel, J. Terwel, C.A.J. Aarnoutse & J.F.J. van Leeuwe. (2012) Effectiveness of guided co-construction versus direct instruction for beginning reading instruction. Educational Research and Evaluation 18:4, pages 353-374.
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Jane V. Oakhill & Kate Cain. (2012) The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study. Scientific Studies of Reading 16:2, pages 91-121.
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Peter F. de Jong. (2011) What Discrete and Serial Rapid Automatized Naming Can Reveal About Reading. Scientific Studies of Reading 15:4, pages 314-337.
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Blanca Schaefer, Silke Fricke, Marcin Szczerbinski, Annette V. Fox‐Boyer, Joy Stackhouse & Bill Wells. (2009) Development of a test battery for assessing phonological awareness in German‐speaking children. Clinical Linguistics & Phonetics 23:6, pages 404-430.
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Articles from other publishers (37)

Hilal GENGEÇ & Şermin AYGÜRT. (2023) Erken Okuryazarlık Becerilerini Değerlendirme ve Müdahale Araçlarının İncelenmesiAssessment of Early Literacy Skills and Investigation of Intervention Tools. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi 5:1, pages 59-71.
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Argyro Fella, Christoforos Christoforou & Timothy C. Papadopoulos. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood 218 244 .
Özlem YILMAZ DEMİREL & Atilla YAMAN. (2023) Okul öncesi dönemdeki çocuklarının erken okuryazarlık becerilerinin farklı değişkenler açısından incelenmesi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:33, pages 604-615.
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Maria-José González-Valenzuela, Dolores López-Montiel, Fatma Chebaani, Marta Cobos-Cali, Elisa Piedra-Martínez & Isaías Martin-Ruiz. (2022) Predictors of Word and Pseudoword Reading in Languages with Different Orthographic Consistency. Journal of Psycholinguistic Research 52:1, pages 307-330.
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Cyril Wealer, Silke Fricke, Ariana Loff & Pascale M. J. Engel de Abreu. (2022) Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context. Reading and Writing 35:5, pages 1265-1288.
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Elife Nur SAYDAM. (2022) Okul öncesi öğretmeni adaylarının “erken okuryazarlık” kavramına yönelik algılarının belirlenmesiDetermination of preschool teacher candidates' perceptions on the concept of "early literacy". RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:27, pages 69-84.
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Han Yuan, Eliane Segers & Ludo Verhoeven. (2021) Predicting the development of early reading in Chinese–Dutch bilinguals. Reading and Writing 35:3, pages 617-643.
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Fatma MIZIKACI, Deniz ENGİNYURT, Nurullah DÜZEN, Mamane Bachirou DJIBRIL ISSOUFOU, Dilek GÖKDUMAN, Ercan AKSOY, Selma SARIOĞLU & Fırat ÇÖPLÜ. (2021) GEÇİCİ KORUMA ALTINDAKİ SURİYELİ ÇOCUKLARIN TÜRKÇE ERKEN OKURYAZARLIK BECERİLERİNE YÖNELİK ÖĞRENME İHTİYAÇLARININ BELİRLENMESİ. Milli Eğitim Dergisi 50:1, pages 447-473.
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Christoforos Christoforou, Argyro Fella, Paavo H.T. Leppänen, George K. Georgiou & Timothy C. Papadopoulos. (2021) Fixation-related potentials in naming speed: A combined EEG and eye-tracking study on children with dyslexia. Clinical Neurophysiology 132:11, pages 2798-2807.
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Luan Tuyen Chau, Mila Dimitrova Vulchanova & Joel B. Talcott. (2021) To Name or Not to Name: Eye Movements and Semantic Processing in RAN and Reading. Brain Sciences 11:7, pages 866.
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Ruth Falzon. 2021. Dyslexia. Dyslexia.
. 2021. L'apprentissage de la lecture et ses difficultés. L'apprentissage de la lecture et ses difficultés 297 329 .
Yeliz YILMAZ KORKMAZ, Nalan BABÜR & Belma HAZNEDAR. (2020) The role of phonological knowledge and rapid naming in the development of spelling and reading in Turkish. Dil ve Dilbilimi Çalışmaları Dergisi 16:2, pages 757-774.
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Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Charles Hulme & Monica Melby-Lervåg. (2020) Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review 30, pages 100323.
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Yusra Ahmed & Richard K. Wagner. 2020. Reading-Writing Connections. Reading-Writing Connections 55 75 .
Reda Gedutienė. 2020. Reading-Writing Connections. Reading-Writing Connections 223 234 .
Minna Torppa, Piret Soodla, Marja‐Kristiina Lerkkanen & Eve Kikas. (2019) Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland. Journal of Research in Reading 42:2, pages 389-410.
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Janne von Koss Torkildsen, Joanne Arciuli & Ona Bø Wie. (2019) Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and Individual Differences 69, pages 60-68.
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Arne Lervåg, Charles Hulme & Monica Melby-Lervåg. (2018) Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. Child Development 89:5, pages 1821-1838.
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Maria-José González-Valenzuela. 2017. Learning Disabilities - An International Perspective. Learning Disabilities - An International Perspective.
Kirsten Schraeyen, Astrid Geudens, Pol Ghesquière, Wim Van der Elst & Dominiek Sandra. (2017) Poor performance on the retention of phonemes’ serial order in short-term memory reflects young children’s poor reading skills. The Mental Lexicon 12:1, pages 129-158.
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Tevhide Kargın, Birkan Güldenoğlu & Cevriye Ergül. (2017) Anasınıfı Çocuklarının Erken Okuryazarlık Beceri Profili: Ankara Örneklemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, pages 1-1.
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Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer & Monica Melby‐Lervåg. (2017) Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews 13:1, pages 1-155.
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Tommaso Agasisti & Jose M. Cordero. (2017) The determinants of repetition rates in Europe: Early skills or subsequent parents’ help?. Journal of Policy Modeling 39:1, pages 129-146.
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Riikka Heikkilä, Minna Torppa, Mikko Aro, Vesa Närhi & Timo Ahonen. (2016) Double-Deficit Hypothesis in a Clinical Sample. Journal of Learning Disabilities 49:5, pages 546-560.
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Gabriela Gómez Vera, Carmen Sotomayor, Percy Bedwell, Ana María Domínguez & Elvira Jéldrez. (2016) Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile. Reading and Writing 29:7, pages 1317-1336.
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Cevriye Ergül, Ayşe Dolunay Sarıca & Gözde Akoğlu. (2016) Etkileşimli Kitap Okuma: Dil ve Erken Okuryazarlık Becerilerinin Geliştirilmesinde Etkili Bir Yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi.
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María J. González-Valenzuela, Félix Díaz-Giráldez & María D. López-Montiel. (2016) Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children. Frontiers in Psychology 7.
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Silke Fricke, Marcin Szczerbinski, Annette Fox-Boyer & Joy Stackhouse. (2016) Preschool Predictors of Early Literacy Acquisition in German-Speaking Children. Reading Research Quarterly 51:1, pages 29-53.
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. 2015. Handbook of Individual Differences in Reading. Handbook of Individual Differences in Reading 98 110 .
Jean Écalle & Annie Magnan. 2015. L'apprentissage de la lecture et ses difficultés. L'apprentissage de la lecture et ses difficultés 231 273 .
Arjan van Tilborg, Eliane Segers, Hans van Balkom & Ludo Verhoeven. (2014) Predictors of early literacy skills in children with intellectual disabilities: A clinical perspective. Research in Developmental Disabilities 35:7, pages 1674-1685.
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Jessica A. R. Logan & Christopher Schatschneider. (2013) Component processes in reading: shared and unique variance in serial and isolated naming speed. Reading and Writing 27:5, pages 905-922.
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George Manolitsis & Eufimia Tafa. (2009) Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children. Reading and Writing 24:1, pages 27-53.
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Jessica A. R. Logan, Christopher Schatschneider & Richard K. Wagner. (2009) Rapid serial naming and reading ability: the role of lexical access. Reading and Writing 24:1, pages 1-25.
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Anniek Vaessen, Patty Gerretsen & Leo Blomert. (2009) Naming problems do not reflect a second independent core deficit in dyslexia: Double deficits explored. Journal of Experimental Child Psychology 103:2, pages 202-221.
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Anne G.F.M. Regtvoort & Aryan van der Leij. (2007) Early intervention with children of dyslexic parents: Effects of computer-based reading instruction at home on literacy acquisition. Learning and Individual Differences 17:1, pages 35-53.
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