Scientific Studies of Reading

Title Publication Date Language Citations
Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind1997/07/01English158
The Role of Phonological Processing in Early Reading Ability: What We Can Learn From Chinese1998/01/01English150
Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties1999/01/01English143
The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding2014/04/28English143
RAN Is Not a Measure of Orthographic Processing. Evidence From the Asymmetric German Orthography2009/02/12English136
The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions2004/07/01English133
Prediction of Reading Disabilities in Kindergarten and First Grade1999/04/01English131
Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners2005/04/01English127
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers2011/07/01English126
Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?2011/07/01English124
The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten2009/03/23English123
Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition2008/04/02English122
The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development2017/07/25English113
The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models2014/07/16English110
Specialization and Universals in the Development of Reading Skill: How Chinese Research Informs a Universal Science of Reading2013/01/01English110
Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York1998/04/01English108
Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia2006/04/01English108
Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 42005/04/01English106
Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach2009/03/23English104
How Motivation Fits Into a Science of Reading1999/07/01English102
Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill2011/04/15English101
Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills2008/01/21English98
Constructing Multidimensional Situation Models During Reading1998/07/01English98
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia2016/08/11English98
Development of and Relationship Between Phonological and Motivational Processes and Naming Speed in Predicting Word Recognition in Grade 12005/10/01English97
Development of Reading Efficiency in First and Second Language1997/04/01English96
Double Dissociation Between Reading and Spelling Deficits2009/09/18English95
Peter Effect in the Preparation of Reading Teachers2012/11/01English93
Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability2012/01/01English93
Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension2013/05/09English92