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European Early Childhood Education Research Journal Volume 24, 2016 - Issue 2

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Prediction of word recognition in the first half of grade 1

M.J. SnelFaculty of Education, Utrecht University of Applied Sciences, The NetherlandsCorrespondence[email protected]

C.A.J. AarnoutseDepartment of Education, Radboud University Nijmegen, The Netherlands

J. TerwelDepartment of Education, VU University Amsterdam, The Netherlands

J.F.J. van LeeuweSocial Science Faculty, Radboud University Nijmegen, The Netherlands

W.M. van der VeldBehavioral Science Institute (BSI), Radboud University Nijmegen, The Netherlands

Pages 229-238 | Published online: 22 Feb 2016

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https://doi.org/10.1080/1350293X.2016.1143260
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Citations (6)

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Articles from other publishers (6)

Joana Acha, Nuria Rodriguez & Manuel Perea. (2023) The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography. Journal of Research in Reading.
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Şaziye SEÇKİN YILMAZ & Ahsen ERİM. (2023) ANNELERİN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARININ OKURYAZARLIK GELİŞİMLERİNE YÖNELİK BİLGİ VE UYGULAMALARININ İNCELENMESİ. Trakya Eğitim Dergisi 13:1, pages 160-173.
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Dilşat UZUNOĞLU, Seçkin GÖK & Kasım YILDIRIM. (2022) Kelime Tanıma Becerisinin ÖnemiImportance of Word Recognition. Ana Dili Eğitimi Dergisi 10:2, pages 475-506.
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Ariel Ne'eman & Shelley Shaul. (2021) Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade. Frontiers in Psychology 12.
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Ana María De la Calle, Fernando Guzmán-Simón & Eduardo García-Jiménez. (2018) Letter Knowledge and Learning Sequence of Graphemes in Spanish: Precursors of Early Reading. Revista de Psicodidáctica (English ed.) 23:2, pages 128-136.
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Ana María De la Calle, Fernando Guzmán-Simón & Eduardo García-Jiménez. (2018) El conocimiento de las grafías y la secuencia de aprendizaje de los grafemas en español: precursores de la lectura temprana. Revista de Psicodidáctica 23:2, pages 128-136.
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