Scientific Studies of Reading

Title Publication Date Language Citations
Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition1997/07/01English70
A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling2008/04/02English70
The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words2012/11/01English69
Rapid Naming Speed Components and Early Reading Acquisition2006/04/01English69
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling2015/07/30English68
Changes in Elementary School Children's Achievement Goals for Reading and Writing: Results of a Longitudinal and an Intervention Study1999/07/01English68
Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth2011/11/01English67
Correlates of Korean Hangul Acquisition Among Kindergartners and Second Graders2005/01/01English67
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency2018/02/16English66
Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study2008/01/21English66
The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability2004/01/01English65
Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension2017/11/21English63
The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words2011/01/07English63
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation2019/04/14English63
Measuring Reading Comprehension2006/07/01English63
Learning to See the Patterns in Chinese Characters2013/01/01English62
Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence2018/06/25English61
Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia2007/05/01English61
Predictors of Orthographic Learning of Regular and Irregular Words2013/09/01English61
What We Know, What We Still Need to Know: Teaching Adolescents to Write2007/09/26English60
Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing2010/01/14English60
The Fate of Phonemic Awareness Beyond the Elementary School Years1998/04/01English59
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic2017/09/11English59
The Categorical Perception Deficit in Dyslexia: A Meta-Analysis2015/07/06English59
Genetic and Environmental Influences on Vocabulary and Reading Development2011/01/07English58
Why Do Children Differ in Their Development of Reading and Related Skills?2013/08/07English58
Reading in an Alphasyllabary: Implications for a Language Universal Theory of Learning to Read2012/09/01English58
Modeling the Growth of Word-Decoding Skills: Evidence From Dutch2009/05/01English58
Effects of Reading Decodable Texts in Supplemental First-Grade Tutoring2004/01/01English58
Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading2004/01/01English57