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Nonword repetition and young children's receptive vocabulary: A longitudinal study

Applied psycholinguistics, 2001-09, Vol.22 (3), p.441-469

BOWEY, JUDITH A.

2001

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Phonological recoding and rapid orthographic learning in third-graders’ silent reading: A critical test of the self-teaching hypothesis

Journal of experimental child psychology, 2005-11, Vol.92 (3), p.203-219

2005

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Clarifying the phonological processing account of nonword repetition

Applied psycholinguistics, 2006-10, Vol.27 (4), p.548-552

Bowey, Judith A.

2006

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On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account

Journal of research in reading, 2005-11, Vol.28 (4), p.400-422

2005

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Imbalanced word-reading profiles in eighth-graders

Journal of experimental child psychology, 2007-03, Vol.96 (3), p.169-196

2007

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Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Journal of experimental child psychology, 2008-07, Vol.100 (3), p.186-214

Bowey, Judith A.

2008

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Socioeconomic Status Differences in Preschool Phonological Sensitivity and First-Grade Reading Achievement

Journal of educational psychology, 1995-09, Vol.87 (3), p.476-487

1995

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Correlates of orthographic learning in third-grade children's silent reading

Journal of research in reading, 2007-05, Vol.30 (2), p.115-128

2007

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The association between continuous naming speed and word reading skill in fourth- to sixth-grade children

Australian journal of psychology, 2004-12, Vol.56 (3), p.155-163

2004

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Testing the protracted lexical restructuring hypothesis: The effects of position and acoustic–phonetic clarity on sensitivity to mispronunciations in children and adults

Journal of experimental child psychology, 2006-09, Vol.95 (1), p.1-17

2006

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Grammatical sensitivity: Its origins and potential contribution to early word reading skill

Journal of experimental child psychology, 2005-04, Vol.90 (4), p.318-343

Bowey, Judith A.

2005

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On the Association between Phonological Memory and Receptive Vocabulary in Five-Year-Olds

Journal of experimental child psychology, 1996-10, Vol.63 (1), p.44-78

Bowey, Judith A.

1996

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Global processing speed as a mediator of developmental changes in children’s auditory memory span

Journal of experimental child psychology, 2005-06, Vol.91 (2), p.89-112

2005

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Segmentation of spoken words into syllables by English-speaking children as compared to adults

Journal of experimental child psychology, 2002-11, Vol.83 (3), p.213-238

2002

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Predicting Individual Differences in Learning to Read

The Science of Reading: A Handbook, 2005, p.155-172

2005

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Reflections on Onset-Rime and Phoneme Sensitivity as Predictors of Beginning Word Reading

Journal of experimental child psychology, 2002-05, Vol.82 (1), p.29-40

Bowey, Judith A.

2002

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The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills

Scientific studies of reading, 2005-01, Vol.9 (4), p.327-349

2005

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Need for systematic synthetic phonics teaching within the early reading curriculum

Australian psychologist, 2006-07, Vol.41 (2), p.79-84

BOWEY, JUDITH A.

2006

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Phonological Sensitivity in Novice Readers and Nonreaders

Journal of experimental child psychology, 1994-08, Vol.58 (1), p.134-159

Bowey, Judith A.

1994

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Corrigendum to “Global processing speed as a mediator of developmental changes in children’s auditory memory span” [ Journal of Experimental Child Psychology 92 (2005) 89–112]

Journal of experimental child psychology, 2006-03, Vol.93 (3), p.284-284

2006

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Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second-Grade Children

Child development, 1994-06, Vol.65 (3), p.938-950

1994

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The Association between Auditory Memory Span and Speech Rate in Children from Kindergarten to Sixth Grade

Journal of experimental child psychology, 2002-02, Vol.81 (2), p.141-156

2002

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Beginning Readers’ Use of Orthographic Analogies in Word Reading

Journal of experimental child psychology, 1998-02, Vol.68 (2), p.108-133

1998

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Further Evidence That Orthographic Rime Usage in Nonword Reading Increases with Word-Level Reading Proficiency

Journal of experimental child psychology, 1996-12, Vol.63 (3), p.526-562

1996

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The Development of Orthographic Rimes as Units of Word Recognition

Journal of experimental child psychology, 1994-12, Vol.58 (3), p.465-488

1994

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Nonword repetition and young children's receptive vocabulary: A longitudinal study

Phonological recoding and rapid orthographic learning in third-graders’ silent reading: A critical test of the self-teaching hypothesis

Clarifying the phonological processing account of nonword repetition

On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account

Imbalanced word-reading profiles in eighth-graders

Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Socioeconomic Status Differences in Preschool Phonological Sensitivity and First-Grade Reading Achievement

Correlates of orthographic learning in third-grade children's silent reading

The association between continuous naming speed and word reading skill in fourth- to sixth-grade children

Testing the protracted lexical restructuring hypothesis: The effects of position and acoustic–phonetic clarity on sensitivity to mispronunciations in children and adults

Grammatical sensitivity: Its origins and potential contribution to early word reading skill

On the Association between Phonological Memory and Receptive Vocabulary in Five-Year-Olds

Global processing speed as a mediator of developmental changes in children’s auditory memory span

Segmentation of spoken words into syllables by English-speaking children as compared to adults

Predicting Individual Differences in Learning to Read

Reflections on Onset-Rime and Phoneme Sensitivity as Predictors of Beginning Word Reading

The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills

Need for systematic synthetic phonics teaching within the early reading curriculum

Phonological Sensitivity in Novice Readers and Nonreaders

Corrigendum to “Global processing speed as a mediator of developmental changes in children’s auditory memory span” [ Journal of Experimental Child Psychology 92 (2005) 89–112]

Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second-Grade Children

The Association between Auditory Memory Span and Speech Rate in Children from Kindergarten to Sixth Grade

Beginning Readers’ Use of Orthographic Analogies in Word Reading

Further Evidence That Orthographic Rime Usage in Nonword Reading Increases with Word-Level Reading Proficiency

The Development of Orthographic Rimes as Units of Word Recognition

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