What We Know about Correlates of Reading

By D. Hammill. 2004

277 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0d2a2973a8f5d8e0ae040f4d9efa0664df1e3bfe

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In Artificial Intelligence

In Developmental and Educational Psychology

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Citations in the corpus

Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “Alphabet knowledge encompasses the identification of letters and corresponding sounds (Justice & Ezell, 2004; McGinty & Justice, 2009) and is moderately to strongly predictive of future decoding, spelling, and reading comprehension skills (Badian, 1995; Hammill, 2004; NELP, 2008).”
Writing in Early Childhood Classrooms: Guidance for Best Practices (2012, background): “Although research on writing is limited, the findings indicate that young children’s writing, including name writing, is related to later reading and literacy skills (Hammill 2004; NELP 2008).”
Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis (2008, background): “Hammill (2004) reviewed three meta-analyses on the relationship of specific abilities to reading, which included more than 450 studies.”
Constraints in the Production of Written Text in Children with Specific Language Impairments (2007, unknown): “Two dimensions, vocabulary and reading, both amenable to direct instruction (Hammill, 2004; Jitendra, Edwards, Sacks & Jacobson, 2004), accounted for a significant proportion of the variance in the children’s written outputs.”
A Course on Effective Teacher-Child Interactions (2012, background): “…about six areas of literacy and language development that are ‘‘high-priority’’ instructional targets (e.g., Gallagher, Frith, & Snowling, 2000; Hammill, 2004; National Early Literacy Panel [NELP], 2008; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; Storch & Whitehurst,…”
Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, methodology): “Meta-analyses conducted by the National Early Literacy Panel (2008) and by Hammill (2004) confirmed that the best predictors of later literacy achievement are language, print awareness (including alphabet knowledge) and phonological awareness, and that these skills can be targeted in order to…”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “…years), a finding consistent with research that has demonstrated that pairedassociate learning, such as learning phoneme–grapheme relationships (Cooper, 2006; Hammill, 2004; Perfetti, 2007; Shaywitz et al., 2008), makes a unique contribution to predicting early reading (Windfuhr & Snowling, 2001).”