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Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study

Developmental psychology, 2004-09, Vol.40 (5), p.665-681

2004

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The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

Psychological science, 2012-06, Vol.23 (6), p.572-577

2012

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The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

Journal of memory and language, 2001-11, Vol.45 (4), p.751-774

2001

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The Development of Phonological Awareness in Preschool Children

Developmental psychology, 2003-09, Vol.39 (5), p.913-923

2003

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A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch

Journal of educational psychology, 2004-12, Vol.96 (4), p.785-797

2004

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Assessing children's inference generation: What do tests of reading comprehension measure?

British journal of educational psychology, 2005-06, Vol.75 (2), p.189-201

2005

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The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

Journal of experimental child psychology, 2006-05, Vol.94 (1), p.1-17

2006

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The N400 effect in children: Relationships with comprehension, vocabulary and decoding

Brain and language, 2011-05, Vol.117 (2), p.88-99

2011

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Number-processing skills in adults with dyslexia

Quarterly journal of experimental psychology (2006), 2010-07, Vol.63 (7), p.1361-1373

2010

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The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers

Journal of experimental child psychology, 2001-10, Vol.80 (2), p.160-173

2001

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Educational Consequences of Developmental Speech Disorder: Key Stage I National Curriculum Assessment Results in English and Mathematics

British journal of educational psychology, 2004-06, Vol.74 (2), p.173-186

2004

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Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers with Dyslexia

Journal of speech, language, and hearing research, 2001-08, Vol.44 (4), p.925-940

2001

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Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods

International journal of language & communication disorders, 2006-05, Vol.41 (3), p.335-354

2006

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The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds

Journal of experimental child psychology, 2005-06, Vol.91 (2), p.113-136

2005

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Problems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire

British journal of educational psychology, 1999-12, Vol.69 (4), p.571-585

1999

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Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development

Journal of experimental child psychology, 2005-12, Vol.92 (4), p.307-321

2005

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Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read

Journal of experimental child psychology, 1997-06, Vol.65 (3), p.370-396

1997

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Orthographic Analogies and Phonological Awareness: Their Role and Significance in Early Reading Development

Journal of child psychology and psychiatry, 1994-02, Vol.35 (2), p.293-310

1994

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The Effects of Phonetic Similarity and List Length on Children's Sound Categorization Performance

Journal of experimental child psychology, 1994-08, Vol.58 (1), p.160-180

Snowling, Margaret J

1994

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Learning to Read: A Theoretical Synthesis

Advances in Child Development and Behavior, 1993, Vol.24, p.99-132

1993

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Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study

The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

The Development of Phonological Awareness in Preschool Children

A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch

Assessing children's inference generation: What do tests of reading comprehension measure?

The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

The N400 effect in children: Relationships with comprehension, vocabulary and decoding

Number-processing skills in adults with dyslexia

The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers

Educational Consequences of Developmental Speech Disorder: Key Stage I National Curriculum Assessment Results in English and Mathematics

Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers with Dyslexia

Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods

The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds

Problems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire

Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development

Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read

Orthographic Analogies and Phonological Awareness: Their Role and Significance in Early Reading Development

The Effects of Phonetic Similarity and List Length on Children's Sound Categorization Performance

Learning to Read: A Theoretical Synthesis

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