WHAT DO WE KNOW ABOUT PHONOLOGICAL AWARENESS IN SPANISH

By Carolyn A. Denton, J. Hasbrouck, Laurie R. Weaver, C. Riccio. 2000

87 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/25761b2d673ab476d000736d8eb9d9455a02f65c

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. David K. Dickinson
2. A. McCabe
3. Amber Gove
4. Margaret M. Dubeck
5. Hossein Nassaji
6. K. Folse
7. N. Schmitt
8. D. Pulido

In Experimental and Cognitive Psychology

1. David K. Dickinson
2. Hossein Nassaji

Citations in the corpus

• The role and importance of lower-level processes in second language reading (2013, background): “This skill has been found to play a crucial role in reading, not only with alphabetic languages, where individual sounds are represented by particular alphabetic letters or letter combinations, but also with non-alphabetic languages (Bryant et al. 1990; Hoien et al. 1995; Denton et al. 2000; Deacon ”
• Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children (2004, background): “Unlike English-speaking children, Spanish-speaking children normally initially attune to vowels before consonants (Denton et al., 2000).”
• 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.”