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Scientific Studies of Reading Volume 11, 2007 - Issue 2
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Original Articles

The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?

Justin C. Wise Georgia State University
,
Rose A. Sevcik Georgia State University
,
Robin D. Morris Georgia State University
,
Maureen W. Lovett Hospital for Sick Children/University of Toronto
&
Maryanne Wolf Tufts University
Pages 151-164 | Published online: 05 Dec 2007

Citations (11)

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JasonL. Anthony, EmilyJ. Solari, JeffreyM. Williams, KimberlyD. Schoger, Zhou Zhang, Lee Branum-Martin & DavidJ. Francis. (2009) Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness. Scientific Studies of Reading 13:6, pages 535-564.
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Articles from other publishers (10)

Nicholas Spaull, Elizabeth Pretorius & Nompumelelo Mohohlwane. (2020) Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages. South African Journal of Childhood Education 10:1.
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Yuuko Uchikoshi. (2019) Phonological Awareness Trajectories: Young Spanish–English and Cantonese–English Bilinguals. Language Learning 69:4, pages 802-838.
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Rose A. Sevcik, Andrea Barton-Hulsey, Casy Walters & MaryAnn Romski. 2019. 81 118 .
Joanna Nijakowska. 2016. Handbook of Pragmatics. Handbook of Pragmatics.
Hugh W. Catts, Diane Corcoran Nielsen, Mindy Sittner Bridges & Yi-Syuan Liu. (2016) Early Identification of Reading Comprehension Difficulties. Journal of Learning Disabilities 49:5, pages 451-465.
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R. Michael Barker, Rose A. Sevcik, Robin D. Morris & MaryAnn Romski. (2013) A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability. American Journal on Intellectual and Developmental Disabilities 118:5, pages 365-380.
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Gene P. Ouellette & Allyson Haley. (2011) One complicated extended family: the influence of alphabetic knowledge and vocabulary on phonemic awareness. Journal of Research in Reading 36:1, pages 29-41.
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Alain Desrochers, Robyn Carson & Daniel Daigle. (2012) Une analyse des facteurs de risque dans l’apprentissage de la lecture chez l’enfant. Enfance en difficulté 1, pages 47-83.
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Anna C. Both-de Vries & Adriana G. Bus. (2009) The proper name as starting point for basic reading skills. Reading and Writing 23:2, pages 173-187.
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Justin C. Wise, Rose A. Sevcik, Robin D. Morris, Maureen W. Lovett & Maryanne Wolf. (2007) The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities. Journal of Speech, Language, and Hearing Research 50:4, pages 1093-1109.
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