Related references
Note: Only part of the references are listed.Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
Marketa Caravolas et al.
PSYCHOLOGICAL SCIENCE (2012)
Support Systems for Poor Readers: Empirical Data From Six EU Member States
Elena Ise et al.
JOURNAL OF LEARNING DISABILITIES (2011)
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies
Anniek Vaessen et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2010)
Naming Speed and Reading: From Prediction to Instruction
John R. Kirby et al.
READING RESEARCH QUARTERLY (2010)
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Johannes C. Ziegler et al.
PSYCHOLOGICAL SCIENCE (2010)
On the anglocentricities of current reading research and practice: The perils of overreliance on an Outlier orthography
David L. Share
PSYCHOLOGICAL BULLETIN (2008)
Predictors of word decoding and reading fluency across languages varying in orthographic consistency
George K. Georgiou et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2008)
On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account
JA Bowey et al.
JOURNAL OF RESEARCH IN READING (2005)
Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies:: Evidence from Czech and English children
M Caravolas et al.
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (2005)
Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory
JC Ziegler et al.
PSYCHOLOGICAL BULLETIN (2005)
Specific reading disability (dyslexia): what have we learned in the past four decades?
FR Vellutino et al.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY (2004)
Foundation literacy acquisition in European orthographies
PHK Seymour et al.
BRITISH JOURNAL OF PSYCHOLOGY (2003)
Developmental dyslexia in different languages: Language-specific or universal?
JC Ziegler et al.
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (2003)