Early Literacy From a Longitudinal Perspective

By C. Aarnoutse, J. V. van Leeuwe, Ludo Verhoeven. 2005

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1bb8b0056469f2da681d2382559b700d886c545c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Cain
2. George K. Georgiou
3. Jane Oakhill
4. George Manolitsis
5. Minna Torppa
6. Rauno Parrila
7. Heikki Lyytinen
8. A. Hakkarainen

In Education

1. George K. Georgiou
2. George Manolitsis
3. Rauno Parrila
4. Minna Torppa
5. K. Cain
6. A. Hakkarainen
7. Jane Oakhill
8. Heikki Lyytinen

Citations in the corpus

• Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “The majority of studies conducted in orthographically consistent languages have shown that phonological awareness either may not be an important predictor of reading (e.g., Aarnoutse, van Leeuwe, & Verhoeven, 2005; Babayig ˘it & Stainthorp, 2007; Silve ´n, Poskiparta, Niemi, & Voeten, 2007), or ma”
• Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “Reading comprehension is a process in which the content of the text itself, the reader's prior knowledge and goals, and the various cognitive and metacognitive activities and processes interact (Aarnoutse, van Leeuwe, & Verhoeven, 2005 ).”
• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Naming speed, regarded as a precursor of word reading fluency, is related to young readers' concurrent and later reading comprehension ( Aarnouste, van Leeuwe, & Verhoeven, 2005 ; Johnston & Kirby, 2006 ; Parrila et al, 2004 ).”