Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Hintikka, Sini
Landerl, Karin
Aro, Mikko
and
Lyytinen, Heikki
2008.
Training reading fluency: is it important to practice reading aloud and is generalization possible?.
Annals of Dyslexia,
Vol. 58,
Issue. 1,
p.
59.
Huemer (née Hintikka), Sini
Landerl, Karin
Aro, Mikko
and
Lyytinen, Heikki
2008.
Training reading fluency among poor readers of German: many ways to the goal.
Annals of Dyslexia,
Vol. 58,
Issue. 2,
p.
115.
Huemer, Sini
Aro, Mikko
Landerl, Karin
and
Lyytinen, Heikki
2010.
Repeated Reading of Syllables Among Finnish-Speaking Children With Poor Reading Skills.
Scientific Studies of Reading,
Vol. 14,
Issue. 4,
p.
317.
Helland, Turid
Tjus, Tomas
Hovden, Marit
Ofte, Sonja
and
Heimann, Mikael
2011.
Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study.
Journal of Learning Disabilities,
Vol. 44,
Issue. 2,
p.
105.
Gustafson, Stefan
Fälth, Linda
Svensson, Idor
Tjus, Tomas
and
Heimann, Mikael
2011.
Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2.
Journal of Learning Disabilities,
Vol. 44,
Issue. 2,
p.
123.
GIJSEL, MARTINE A. R.
ORMEL, ELLEN A.
HERMANS, DAAN
VERHOEVEN, L.
and
BOSMAN, ANNA M. T.
2011.
Semantic categorization and reading skill across Dutch primary grades: development yes, relationship no.
Journal of Child Language,
Vol. 38,
Issue. 2,
p.
356.
Hilte, Maartje
and
Reitsma, Pieter
2011.
Activating the meaning of a word facilitates the integration of orthography: evidence from spelling exercises in beginning spellers.
Journal of Research in Reading,
Vol. 34,
Issue. 3,
p.
333.
Fälth, Linda
Gustafson, Stefan
Tjus, Tomas
Heimann, Mikael
and
Svensson, Idor
2013.
Computer‐assisted Interventions Targeting Reading Skills of Children with Reading Disabilities – A Longitudinal Study.
Dyslexia,
Vol. 19,
Issue. 1,
p.
37.
Steenbeek-Planting, Esther G.
van Bon, Wim H. J.
and
Schreuder, Robert
2013.
Improving the reading of bisyllabic words that involve context-sensitive spelling rules: focus on successes or on failures?.
Reading and Writing,
Vol. 26,
Issue. 9,
p.
1437.
Li, Liping
Wu, Xinchun
and
Paterson, Kevin
2015.
Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4.
PLOS ONE,
Vol. 10,
Issue. 3,
p.
e0114417.
van de Ven, M.
de Leeuw, L.
van Weerdenburg, M.
and
Steenbeek‐Planting, E.G.
2017.
Early reading intervention by means of a multicomponent reading game.
Journal of Computer Assisted Learning,
Vol. 33,
Issue. 4,
p.
320.
van Gorp, Karly
Segers, Eliane
and
Verhoeven, Ludo
2017.
Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game.
Reading Research Quarterly,
Vol. 52,
Issue. 1,
p.
105.
Jasińska, Kaja K.
and
Petitto, Laura‐Ann
2018.
Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development.
Child Development,
Vol. 89,
Issue. 1,
p.
310.
Zhao, Ying
Cheng, Yahua
and
Wu, Xinchun
2019.
Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model.
Reading and Writing,
Vol. 32,
Issue. 8,
p.
2013.
Jasińska, Kaja K.
Wolf, Sharon
Jukes, Matthew C.H.
and
Dubeck, Margaret M.
2019.
Literacy acquisition in multilingual educational contexts: Evidence from Coastal Kenya.
Developmental Science,
Vol. 22,
Issue. 5,
Álvarez‐Cañizo, Marta
Suárez‐Coalla, Paz
and
Cuetos, Fernando
2019.
Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge.
Journal of Research in Reading,
Vol. 42,
Issue. 1,
p.
137.
Jasińska, Kaja K.
Shuai, Lan
Lau, Airey N. L.
Frost, Stephen
Landi, Nicole
and
Pugh, Kenneth R.
2021.
Functional connectivity in the developing language network in 4‐year‐old children predicts future reading ability.
Developmental Science,
Vol. 24,
Issue. 2,
van Uittert, Anne
Verhoeven, Ludo
and
Segers, Eliane
2022.
Responsiveness to a game‐based intervention to enhance reading efficiency in first graders.
Journal of Computer Assisted Learning,
Vol. 38,
Issue. 1,
p.
178.
Sobers, Shauna‐Marie
Whitehead, Hannah L.
N'Goh, Konan Nana Anicet
Ball, Mary‐Claire
Tanoh, Fabrice
Akpé, Hermann
and
Jasińska, Kaja K.
2023.
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?.
Reading Research Quarterly,
Vol. 58,
Issue. 4,
p.
733.