Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.

By V. Muter, Charles Hulme, M. Snowling, J. Stevenson. Developmental Psychology, 2004

1,142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/24525acd33bce978335040a12b64955d2f41ef7b

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Citations in the corpus

Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, background): “…development that contribute to the debate about whether to conceptualize phonological awareness as a single construct (e.g., Anthony & Lonigan, 2004) or to distinguish unique psycholinguistic units (e.g., Goswami & Bryant, 1990; Muter et al., 2004; Muter et al., 1997; Ziegler & Goswami, 2005).”
The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations (2015, background): “Many studies (Badian, 2001; Denton et al., 2000; McBride-Chang and Kail, 2002; Muter et al., 2004; Wang et al., 2006) have supported its role in predicting early reading achievement in both opaque and transparent languages.”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “In addition to inference making and literal comprehension, we found that grammar made a unique contribution to later reading comprehension, which is in line with previous longitudinal research (Muter et al., 2004) albeit using a different”
Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension (2017, methodology): “The findings from the current study confirmed this hypothesis and the results from previous studies (Demont & Gombert, 1996; Gaux & Gombert, 1999; Muter et al., 2004).”
What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension (2006, background): “This, in turn, lends credence to the hypothesized connection between depth of vocabulary knowledge and reading comprehension and clarifies the nature of reported connections between vocabulary and reading comprehension (Muter et al., 2004; Nation & Snowling, 2004; Roth et al., 2002; Se ́néchal et al”
A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story (2010, background): “In fact, there is considerable research supporting this perspective (Hagtvet, 2003; Muter et al., 2004 ).”