Citations (51)
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Cevriye Ergül, Burcu Kılıç-Tülü, Burak Aydın, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu & Zeynep Bahap-Kudret. (2023) Does the Matthew effect have an impact on the reading skills of Turkish-speaking children?. Education 3-13 51:7, pages 1103-1117.
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Julie Lassault, Liliane Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, Ulla Richardson, Heikki Lyytinen & Johannes C. Ziegler. (2022) Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School. Scientific Studies of Reading 26:6, pages 449-468.
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Laura A. Moylan, Evelyn S. Johnson & Yuzhu Zheng. (2022) Developing a Comprehensive Decoding Instruction Observation Protocol for Special Education Teachers. Reading & Writing Quarterly 38:5, pages 469-486.
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Dennis S. Davis, Jill S. Jones & Courtney Samuelson. (2021) Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?. Reading & Writing Quarterly 37:4, pages 301-316.
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Sarah J. Miller, George H. Noell, Elise C. McIver & Catherine R. Lark. (2017) Cross-Modality Generalization in Reading and Spelling Instruction. School Psychology Review 46:4, pages 408-425.
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Nathan H. Clemens, Mark H. C. Lai, Mack Burke & Jiun-Yu Wu. (2017) Interrelations of Growth in Letter Naming and Sound Fluency in Kindergarten and Implications for Subsequent Reading Fluency. School Psychology Review 46:3, pages 272-287.
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Doris Luft Baker, Deni Lee Basaraba, Keith Smolkowski, Jillian Conry, Jarkko Hautala, Ulla Richardson, Sherril English & Ron Cole. (2017) Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal 40:2, pages 222-239.
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Günizi Kartal, Nalan Babür & Gülcan Erçetin. (2016) Training for Phonological Awareness in an Orthographically Transparent Language in Two Different Modalities. Reading & Writing Quarterly 32:6, pages 550-579.
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FrancisL. Huang, TonyaR. Moon & Rachel Boren. (2014) Are the Reading Rich Getting Richer? Testing for the Presence of the Matthew Effect. Reading & Writing Quarterly 30:2, pages 95-115.
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Leanne Fried, Deslea Konza & Peter Mulcahy. (2012) Paraprofessionals implementing a research-based reading intervention. Australian Journal of Learning Difficulties 17:1, pages 35-54.
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Athena
Lentini McAlenney & MichaelD. Coyne. (2011) Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions. Reading & Writing Quarterly 27:4, pages 306-323.
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Meree Reynolds, Kevin Wheldall & Alison Madelaine. (2011) What Recent Reviews Tell Us About the Efficacy of Reading Interventions for Struggling Readers in the Early Years of Schooling. International Journal of Disability, Development and Education 58:3, pages 257-286.
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JorgeE. Gonzalez, Sharolyn Pollard-Durodola, DeborahC. Simmons, AaronB. Taylor, MatthewJ. Davis, Minjun Kim & Leslie Simmons. (2010) Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading. Journal of Research on Educational Effectiveness 4:1, pages 25-52.
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Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros & Annie Magnan. Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach. Australian Journal of Learning Difficulties 0:0, pages 1-20.
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Qian Guo, Young-Suk Kim, Yan Liu, Yan Peng, Wenkai Sun, Jin Yan & Li Yang. (2023) Differential effects of a reading strategy intervention program for migrant children in migrant schools in China. Frontiers in Education 8.
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Charlotte Dejaegher, Dominique Lafontaine, Marine André, Olivier Leyh, Jonathan Rappe & Patricia Schillings. (2022) Expérimentation du programme PARLER en Belgique francophoneExperimentation of the PARLER programme in French-speaking Belgium. Revue française de pédagogie:216, pages 53-69.
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Hugh W. Catts & Yaacov Petscher. (2021) A Cumulative Risk and Resilience Model of Dyslexia. Journal of Learning Disabilities 55:3, pages 171-184.
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Jean Ecalle, Christophe Gomes, Pauline Auphan, Laurent Cros & Annie Magnan. (2019) Effects of policy and educational interventions intended to reduce difficulties in literacy skills in grade 1. Studies in Educational Evaluation 61, pages 12-20.
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Anne Regtvoort, Haytske Zijlstra & Aryan van der Leij. (2013) The Effectiveness of a 2‐year Supplementary Tutor‐assisted Computerized Intervention on the Reading Development of Beginning Readers at Risk for Reading Difficulties: A Randomized Controlled Trial. Dyslexia 19:4, pages 256-280.
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Yaacov Petscher, Young-Suk Kim & Barbara R. Foorman. (2011) *The Importance of Predictive Power in Early Screening Assessments. Assessment for Effective Intervention 36:3, pages 158-166.
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Deborah C. Simmons, Michael D. Coyne, Shanna Hagan-Burke, Oi-Man Kwok, Leslie Simmons, Caitlin Johnson, Yuanyuan Zou, Aaron B. Taylor, Athena Lentini Mcalenney, Maureen Ruby & Yvel C. Crevecoeur. (2011) Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response. Exceptional Children 77:2, pages 207-228.
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Kristi L. Santi, Barbara R. Foorman, Mary York & David J. Francis. (2009) The Timing of Early Reading Assessment in Kindergarten. Learning Disability Quarterly 32:4, pages 217-227.
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David E. Wood. (2008) Modeling the Relationships Between Cognitive and Reading Measures in Third and Fourth Grade Children. Journal of Psychoeducational Assessment 27:2, pages 96-112.
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