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Scientific Studies of Reading Volume 23, 2019 - Issue 3

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Research Article

Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

Ya-Ning ChangLancaster UniversityCorrespondence[email protected]

http://orcid.org/0000-0001-5248-0761 View further author information

Padraic MonaghanLancaster University;Max Planck Institute for PsycholinguisticsView further author information

Pages 235-253 | Published online: 10 Oct 2018

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https://doi.org/10.1080/10888438.2018.1529177
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Jeanne Wanzek, Carla Wood & Christopher Schatschneider. (2023) Teacher Vocabulary Use and Student Language and Literacy Achievement. Journal of Speech, Language, and Hearing Research 66:9, pages 3574-3587.
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Adriana I. Mendez, Karen Guerra, Millena Yohannes, Nina Reid, Mario Corea & Katherine Pickard. (2023) Partnering With Latino/a Caregivers and Community Stakeholders to Understand Priorities and Needs Prior to Implementing an Early Literacy Program. American Journal of Speech-Language Pathology 32:5, pages 2254-2266.
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Padraic MONAGHAN. (2023) Literacy and early language development: Insights from computational modelling. Journal of Child Language, pages 1-17.
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Ya-Ning Chang. (2023) The influence of oral vocabulary knowledge on individual differences in a computational model of reading. Scientific Reports 13:1.
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Gemma Taylor, Joanna Kolak, Sarah H. Norgate & Padraic Monaghan. (2022) Assessing the educational potential and language content of touchscreen apps for preschool children. Computers and Education Open 3, pages 100102.
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Jana Hasenäcker & Sascha Schroeder. (2022) Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC. Reading and Writing 35:7, pages 1627-1650.
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Kin Chung Jacky CHAN, Padraic MONAGHAN & Marije MICHEL. (2022) Adapting to children’s individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language*. Journal of Child Language, pages 1-26.
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George K. Georgiou, Robert Savage, Kristy Dunn, Peter Bowers & Rauno Parrila. (2020) Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading 44:1, pages 131-153.
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Ya-Ning Chang, J.S.H. Taylor, Kathleen Rastle & Padraic Monaghan. (2020) The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology 123, pages 101336.
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Noam Siegelman, Jay G. Rueckl, Laura M. Steacy, Stephen J. Frost, Mark van den Bunt, Jason D. Zevin, Mark S. Seidenberg, Kenneth R. Pugh, Donald L. Compton & Robin D. Morris. (2020) Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language 114, pages 104145.
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Odette Bourjaili-Radi. 2020. Technology Supported Innovations in School Education. Technology Supported Innovations in School Education 33 50 .

Ya-Ning Chang, Padraic Monaghan & Stephen Welbourne. (2019) A computational model of reading across development: Effects of literacy onset on language processing. Journal of Memory and Language 108, pages 104025.
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Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

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Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

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