-
2
-
-
1642480649
-
Beginners' reading test
-
University of Jyväskylä, Finland: Teacher Training School
-
Airo, S., Röman, K. and Tuononen, M. (1985)‘Beginners' reading test’. Unpublished test material.University of Jyväskylä, Finland: Teacher Training School.
-
(1985)
Unpublished test material
-
-
Airo, S.1
Röman, K.2
Tuononen, M.3
-
3
-
-
0033416346
-
The development of phonological abilities and their relation toreading acquisition: Case studies of six Finnish children
-
Aro, M., Aro, T., Ahonen, T., Räsänen, T., Hietala, A. and Lyytinen, H. (1999) ‘The development of phonological abilities and their relation toreading acquisition: Case studies of six Finnish children’. Journal of Learning Disabilities 32: 457–463.
-
(1999)
Journal of Learning Disabilities
, vol.32
, pp. 457-463
-
-
Aro, M.1
Aro, T.2
Ahonen, T.3
Räsänen, T.4
Hietala, A.5
Lyytinen, H.6
-
4
-
-
0042369124
-
Developmental dynamics of achievement strategies, readingperformance, and parental beliefs
-
Aunola, K., Nurmi, J.-E., Niemi, P., Lerkkanen, M.-K. and Rasku-Puttonen, H. (2002) ‘Developmental dynamics of achievement strategies, readingperformance, and parental beliefs’. Reading Research Quarterly 37: 310–327.
-
(2002)
Reading Research Quarterly
, vol.37
, pp. 310-327
-
-
Aunola, K.1
Nurmi, J.-E.2
Niemi, P.3
Lerkkanen, M.-K.4
Rasku-Puttonen, H.5
-
5
-
-
0025397298
-
Comparative fit indexes in structural models
-
Bentler, P. M. (1990) ‘Comparative fit indexes in structural models’. Psychological Bulletin 99: 229–246.
-
(1990)
Psychological Bulletin
, vol.99
, pp. 229-246
-
-
Bentler, P.M.1
-
6
-
-
0020700815
-
Categorizing sounds and learning to read, a causal connection
-
Bradley, L. and Bryant, P. (1983) ‘Categorizing sounds and learning to read, a causal connection’. Nature 301: 419–421.
-
(1983)
Nature
, vol.301
, pp. 419-421
-
-
Bradley, L.1
Bryant, P.2
-
7
-
-
0002641467
-
Phonological skills before and afterlearning to read
-
S. A. Brady and D. P. Shankweiler Hillsdale, NJ: Erlbaum.
-
Bradley, L. and Bryant, P. (1991) ‘Phonological skills before and afterlearning to read’, in S. A. Brady and D. P. Shankweiler (eds) Phonological Processes in Literacy: A Tribute to Isabelle Y.Liberman, pp. 37–45. Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological Processes in Literacy: A Tribute to Isabelle Y.Liberman
, pp. 37-45
-
-
Bradley, L.1
Bryant, P.2
-
9
-
-
38249016733
-
Explicit versus implicit instruction in phonemic awareness
-
Cunningham, A. E. (1990) ‘Explicit versus implicit instruction in phonemic awareness’. Journal of Experimental Child Psychology 50: 429–444.
-
(1990)
Journal of Experimental Child Psychology
, vol.50
, pp. 429-444
-
-
Cunningham, A.E.1
-
10
-
-
0024686976
-
The development of spelling knowledge and its role in readingacquisition and reading disability
-
Ehri, L. C. (1989) ‘The development of spelling knowledge and its role in readingacquisition and reading disability’. Journal of Learning Disabilities 22: 356–365.
-
(1989)
Journal of Learning Disabilities
, vol.22
, pp. 356-365
-
-
Ehri, L.C.1
-
11
-
-
0000551112
-
Phonemic awareness instruction help children learn to read:Evidence from the National Reading Panel's meta-analysis
-
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z. and Shanahan, T. (2001) ‘Phonemic awareness instruction help children learn to read:Evidence from the National Reading Panel's meta-analysis’. Reading Research Quarterly 36: 250–287.
-
(2001)
Reading Research Quarterly
, vol.36
, pp. 250-287
-
-
Ehri, L.C.1
Nunes, S.R.2
Willows, D.M.3
Schuster, B.V.4
Yaghoub-Zadeh, Z.5
Shanahan, T.6
-
12
-
-
84984094018
-
The early stages of reading: A longitudinal study
-
Ellis, N. and Large, B. (1988) ‘The early stages of reading: A longitudinal study’. Applied Cognitive Psychology 2: 47–76.
-
(1988)
Applied Cognitive Psychology
, vol.2
, pp. 47-76
-
-
Ellis, N.1
Large, B.2
-
13
-
-
84937267697
-
Differences in phonological recoding in German- andEnglish-speaking children
-
Frith, U., Wimmer, H. and Landerl, K. (1998) ‘Differences in phonological recoding in German- andEnglish-speaking children’. Scientific Studies of Reading 2: 31–54.
-
(1998)
Scientific Studies of Reading
, vol.2
, pp. 31-54
-
-
Frith, U.1
Wimmer, H.2
Landerl, K.3
-
15
-
-
0033071717
-
Phonemes, rhymes, and intelligence as predictors ofchildren's responsiveness to remedial reading instruction:Evidence from a longitudinal intervention study
-
Hatcher, P. J. and Hulme, C. (1999) ‘Phonemes, rhymes, and intelligence as predictors ofchildren's responsiveness to remedial reading instruction:Evidence from a longitudinal intervention study’. Journal of Experimental Child Psychology 72: 130–153.
-
(1999)
Journal of Experimental Child Psychology
, vol.72
, pp. 130-153
-
-
Hatcher, P.J.1
Hulme, C.2
-
16
-
-
21344480855
-
Ameliorating reading failure by integrating the teaching ofreading and phonological skills: The phonological linkage hypothesis
-
Hatcher, P. J., Hulme, C. and Ellis, A. W. (1994) ‘Ameliorating reading failure by integrating the teaching ofreading and phonological skills: The phonological linkage hypothesis’. Child Development 65: 41–57.
-
(1994)
Child Development
, vol.65
, pp. 41-57
-
-
Hatcher, P.J.1
Hulme, C.2
Ellis, A.W.3
-
17
-
-
0038968285
-
Predicting delay in reading achievement in a highly transparent language
-
Holopainen, L., Ahonen, T. and Lyytinen, H. (2001) ‘Predicting delay in reading achievement in a highly transparent language’. Journal of Learning Disabilities 34: 401–413.
-
(2001)
Journal of Learning Disabilities
, vol.34
, pp. 401-413
-
-
Holopainen, L.1
Ahonen, T.2
Lyytinen, H.3
-
18
-
-
0012465009
-
Two alternative ways to model the relation between readingaccuracy and phonological awareness at preschool age
-
Holopainen, L., Ahonen, T., Tolvanen, A. and Lyytinen, H. (2000) ‘Two alternative ways to model the relation between readingaccuracy and phonological awareness at preschool age’. Scientific Studies of Reading 4: 77–100.
-
(2000)
Scientific Studies of Reading
, vol.4
, pp. 77-100
-
-
Holopainen, L.1
Ahonen, T.2
Tolvanen, A.3
Lyytinen, H.4
-
19
-
-
84925248919
-
Effects of phonological abilities and linguistic comprehensionon the development of reading
-
de Jong, P. F. and van der Leij, A. (2002) ‘Effects of phonological abilities and linguistic comprehensionon the development of reading’. Scientific Studies of Reading 6: 51–77.
-
(2002)
Scientific Studies of Reading
, vol.6
, pp. 51-77
-
-
de Jong, P.F.1
van der Leij, A.2
-
20
-
-
0000460167
-
Learning to read words: Linguistic units and instructional strategies
-
Juel, C. and Minden-Cupp, C. (2000) ‘Learning to read words: Linguistic units and instructional strategies’. Reading Research Quarterly 35: 458–492.
-
(2000)
Reading Research Quarterly
, vol.35
, pp. 458-492
-
-
Juel, C.1
Minden-Cupp, C.2
-
21
-
-
0013236037
-
Acquisition of literacy: A longitudinal study of children infirst and second grade
-
Juel, C., Griffith, P. L. and Gough, P. B. (1986) ‘Acquisition of literacy: A longitudinal study of children infirst and second grade’. Journal of Educational Psychology 78: 243–255.
-
(1986)
Journal of Educational Psychology
, vol.78
, pp. 243-255
-
-
Juel, C.1
Griffith, P.L.2
Gough, P.B.3
-
22
-
-
0009385529
-
Is learning to read easy in a languagein which the grapheme-phoneme correspondences are regular?
-
in J. F. Kavanagh and R. L. Venezky (eds) Baltimore, MD: University Park Press.
-
Kyöstiö, O. K. (1980) ‘Is learning to read easy in a languagein which the grapheme-phoneme correspondences are regular?’,in J. F. Kavanagh and R. L. Venezky (eds) Orthography, Reading and Dyslexia, pp.35–49. Baltimore, MD: University Park Press.
-
(1980)
Orthography, Reading and Dyslexia
, pp. 35-49
-
-
Kyöstiö, O.K.1
-
24
-
-
0032158832
-
Why is learning to read a hard task for some children?
-
Lundberg, I. (1998) ‘Why is learning to read a hard task for some children?’. Scandinavian Journal of Psychology 39: 155–157.
-
(1998)
Scandinavian Journal of Psychology
, vol.39
, pp. 155-157
-
-
Lundberg, I.1
-
25
-
-
0025874969
-
Phonemic awareness can be developedwithout reading instruction
-
in S. A. Brady and D. P. Shankweiler (eds) Hillsdale, NJ: Erlbaum.
-
Lundberg, I. (1991) ‘Phonemic awareness can be developedwithout reading instruction’, in S. A. Brady and D. P. Shankweiler (eds) Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman, pp. 47–53. Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman
, pp. 47-53
-
-
Lundberg, I.1
-
26
-
-
1642582775
-
Dyslexia andphonology
-
in A. J. Fawcett (ed.) London: Whurr.
-
Lundberg, I. and Hoien, T. (2001) ‘Dyslexia andphonology’, in A. J. Fawcett (ed.) Dyslexia: Theory and Good Practice, pp.109–123. London: Whurr.
-
(2001)
Dyslexia: Theory and Good Practice
, pp. 109-123
-
-
Lundberg, I.1
Hoien, T.2
-
27
-
-
84936526871
-
Effects of extensive program for stimulating phonologicalawareness in preschool children
-
Lundberg, I., Frost, J. and Petersen, O.-P. (1988) ‘Effects of extensive program for stimulating phonologicalawareness in preschool children’. Reading Research Quarterly 23: 263–284.
-
(1988)
Reading Research Quarterly
, vol.23
, pp. 263-284
-
-
Lundberg, I.1
Frost, J.2
Petersen, O.-P.3
-
28
-
-
84981636326
-
Reading and spelling skills in the first school years predictedfrom phonemic awareness skills in kindergarten
-
Lundberg, I., Olofsson, Å. and Wall, S. (1980) ‘Reading and spelling skills in the first school years predictedfrom phonemic awareness skills in kindergarten’. Scandinavian Journal of Psychology 21: 159–173.
-
(1980)
Scandinavian Journal of Psychology
, vol.21
, pp. 159-173
-
-
Lundberg, I.1
Olofsson, Å.2
Wall, S.3
-
29
-
-
0001887634
-
In search of the core features ofdyslexia: Observations concerning dyslexia in the highly orthographicallyregular Finnish language
-
in V. W. Berninger (ed.) Dordrecht: Kluwer.
-
Lyytinen, H., Leinonen, S., Nikula, M., Aro, M. and Leiwo, M. (1995) ‘In search of the core features ofdyslexia: Observations concerning dyslexia in the highly orthographicallyregular Finnish language’, in V. W. Berninger (ed.) The Varieties of Orthographic Knowledge II: Relationships toPhonology, Reading, and Writing, pp. 177–204. Dordrecht: Kluwer.
-
(1995)
The Varieties of Orthographic Knowledge II: Relationships toPhonology, Reading, and Writing
, pp. 177-204
-
-
Lyytinen, H.1
Leinonen, S.2
Nikula, M.3
Aro, M.4
Leiwo, M.5
-
30
-
-
0002820260
-
Constraints on the development ofphonemic awareness
-
in S. A. Brady and D. P. Shankweiler (eds) Hillsdale, NJ: Erlbaum.
-
Morais, J. (1991) ‘Constraints on the development ofphonemic awareness’, in S. A. Brady and D. P. Shankweiler (eds) Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman, pp. 5–27. Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman
, pp. 5-27
-
-
Morais, J.1
-
31
-
-
84976459838
-
Mplus. The Comprehensive ModelingProgram for Applied Researchers
-
Los Angeles, CA: Muthén and Muthén.
-
Muthén, L. K. and Muthén, B. O. (1999) Mplus. The Comprehensive ModelingProgram for Applied Researchers. User's Guide. Los Angeles, CA: Muthén and Muthén.
-
(1999)
User's Guide
-
-
Muthén, L.K.1
Muthén, B.O.2
-
33
-
-
0032161362
-
Reading and writing difficulties do not always occur as theresearcher expects
-
Niemi, P., Poskiparta, E., Vauras, M. and Mäki, H. (1998) ‘Reading and writing difficulties do not always occur as theresearcher expects’. Scandinavian Journal of Psychology 39: 159–161.
-
(1998)
Scandinavian Journal of Psychology
, vol.39
, pp. 159-161
-
-
Niemi, P.1
Poskiparta, E.2
Vauras, M.3
Mäki, H.4
-
35
-
-
0033434810
-
Who benefits from training in linguistic awareness in the firstgrade, and what components show training effects?
-
Poskiparta, E., Niemi, P. and Vauras, M. (1999) ‘Who benefits from training in linguistic awareness in the firstgrade, and what components show training effects?’ Journal of Learning Disabilities 32: 437–446.
-
(1999)
Journal of Learning Disabilities
, vol.32
, pp. 437-446
-
-
Poskiparta, E.1
Niemi, P.2
Vauras, M.3
-
37
-
-
0031227643
-
Short- and long-term effects of training phonological awarenessin kindergarten: Evidence from two German studies
-
Schneider, W., Küspert, P., Roth, E., Visé, M. and Marx, H. (1997) ‘Short- and long-term effects of training phonological awarenessin kindergarten: Evidence from two German studies’. Journal of Experimental Child Psychology 66: 311–340.
-
(1997)
Journal of Experimental Child Psychology
, vol.66
, pp. 311-340
-
-
Schneider, W.1
Küspert, P.2
Roth, E.3
Visé, M.4
Marx, H.5
-
40
-
-
58149207296
-
Defining phonological awareness and its relationship to early reading
-
Stahl, S. A. and Murray, B. A. (1994) ‘Defining phonological awareness and its relationship to early reading’. Journal of Educational Psychology 86: 221–234.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 221-234
-
-
Stahl, S.A.1
Murray, B.A.2
-
41
-
-
84956885215
-
Matthew effects in reading: Some consequences of individualdifferences in the acquisition of literacy
-
Stanovich, K. E. (1986) ‘Matthew effects in reading: Some consequences of individualdifferences in the acquisition of literacy’. Reading Research Quarterly 21: 360–407.
-
(1986)
Reading Research Quarterly
, vol.21
, pp. 360-407
-
-
Stanovich, K.E.1
-
42
-
-
0009169816
-
Beyond phonological processes: Printexposure and orthographic processing
-
in S. A. Brady and D. P. Shankweiler (eds) Hillsdale, NJ: Erlbaum.
-
Stanovich, K. E., West, R. F. and Cunningham, A. E. (1991) ‘Beyond phonological processes: Printexposure and orthographic processing’, in S. A. Brady and D. P. Shankweiler (eds) Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman, pp. 219–235. Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman
, pp. 219-235
-
-
Stanovich, K.E.1
West, R.F.2
Cunningham, A.E.3
-
43
-
-
84993809953
-
Statistics and indicators
-
Available at: (accessed 16February 2003)
-
Statistics and indicators (2003) Education inFinland 1997. Available at:http://www.tilastokeskus.fi/tk/he/edufinland/edut.html (accessed 16February 2003).
-
(2003)
Education inFinland 1997
-
-
-
44
-
-
0028432432
-
Longitudinal studies of phonological processing and reading
-
Torgesen, J. K. and Wagner, R. K. (1994) ‘Longitudinal studies of phonological processing and reading’. Journal of Learning Disabilities 27: 276–287.
-
(1994)
Journal of Learning Disabilities
, vol.27
, pp. 276-287
-
-
Torgesen, J.K.1
Wagner, R.K.2
-
45
-
-
0001769833
-
Cognitive and linguistic factors inlearning to read
-
in P. B. Gough, L. C. Ehri and R. Treiman (eds) Hillsdale, NJ: Erlbaum.
-
Tunmer, W. E. and Hoover, W. A. (1992) ‘Cognitive and linguistic factors inlearning to read’, in P. B. Gough, L. C. Ehri and R. Treiman (eds) Reading Acquisition, pp. 175–214. Hillsdale, NJ: Erlbaum.
-
(1992)
Reading Acquisition
, pp. 175-214
-
-
Tunmer, W.E.1
Hoover, W.A.2
-
46
-
-
0002441070
-
The preeminence of phonologically basedskills in learning to read
-
in S. A. Brady and D. P. Shankweiler (eds) Hillsdale, NJ: Erlbaum.
-
Vellutino, F. R. and Scanlon, D. M. (1991) ‘The preeminence of phonologically basedskills in learning to read’, in S. A. Brady and D. P. Shankweiler (eds) Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman, pp. 237–252. Hillsdale, NJ: Erlbaum.
-
(1991)
Phonological Processes in Literacy. A Tribute to Isabelle Y.Liberman
, pp. 237-252
-
-
Vellutino, F.R.1
Scanlon, D.M.2
-
47
-
-
0009094599
-
The development of orthographicprocessing ability
-
in V. W. Berninger (ed.) Dordrecht, The Netherlands: Kluwer Academic Publishers.
-
Wagner, R. K. and Barker, T. A. (1994) ‘The development of orthographicprocessing ability’, in V. W. Berninger (ed.) The Varieties of Orthographic Knowledge I: Theoretical andDevelopmental Issues, pp. 243–276. Dordrecht, The Netherlands: Kluwer Academic Publishers.
-
(1994)
The Varieties of Orthographic Knowledge I: Theoretical andDevelopmental Issues
, pp. 243-276
-
-
Wagner, R.K.1
Barker, T.A.2
-
48
-
-
21344492974
-
Development of reading-related phonological processing abilities: Newevidence of bi-directional causality from a latent variable longitudinal study’
-
Wagner, R. K., Torgesen, J. K. and Rashotte, C. A. (1994) Development of reading-related phonological processing abilities: Newevidence of bi-directional causality from a latent variable longitudinal study’. Developmental Psychology 30: 73–87.
-
(1994)
Developmental Psychology
, vol.30
, pp. 73-87
-
-
Wagner, R.K.1
Torgesen, J.K.2
Rashotte, C.A.3
-
49
-
-
58149206162
-
Development of young readers' phonological processing abilities
-
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K. and Rashotte, C. A. (1993) ‘Development of young readers' phonological processing abilities’. Journal of Educational Psychology 85: 83–103.
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 83-103
-
-
Wagner, R.K.1
Torgesen, J.K.2
Laughon, P.3
Simmons, K.4
Rashotte, C.A.5
-
50
-
-
0031136030
-
Changing relations between phonological processing abilities andword-level reading as children develop from beginning to skilled readers: A5-year longitudinal study
-
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J. and Garon, T. (1997) ‘Changing relations between phonological processing abilities andword-level reading as children develop from beginning to skilled readers: A5-year longitudinal study’. Developmental Psychology 33: 468–479.
-
(1997)
Developmental Psychology
, vol.33
, pp. 468-479
-
-
Wagner, R.K.1
Torgesen, J.K.2
Rashotte, C.A.3
Hecht, S.A.4
Barker, T.A.5
Burgess, S.R.6
Donahue, J.7
Garon, T.8
-
51
-
-
0028317109
-
The influence of orthographic consistency on readingdevelopment: Word recognition in English and German children
-
Wimmer, H. and Goswami, U. (1994) ‘The influence of orthographic consistency on readingdevelopment: Word recognition in English and German children’. Cognition 51: 91–103.
-
(1994)
Cognition
, vol.51
, pp. 91-103
-
-
Wimmer, H.1
Goswami, U.2
-
52
-
-
0035997815
-
Dysfluent reading in the absence of spelling difficulties: Aspecific disability in regular orthographies
-
Wimmer, H. and Mayringer, H. (2002) ‘Dysfluent reading in the absence of spelling difficulties: Aspecific disability in regular orthographies’. Journal of Educational Psychology 94: 272–277.
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 272-277
-
-
Wimmer, H.1
Mayringer, H.2
|