Comparing the phonological and double deficit hypotheses for developmental dyslexia

By Bruce F. Pennington, C. Cardoso-Martins, P. Green, D. Lefly. 2001

170 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/48366ae4a1f78be686fe3e4af066c52e7d650f60

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. Susana Araújo
2. Luís Faísca
3. Alexandra Reis
4. Bruce F. Pennington
5. Karl Magnus Petersson

In Education

1. Luís Faísca
2. Susana Araújo
3. Alexandra Reis
4. Bruce F. Pennington
5. Karl Magnus Petersson

Citations in the corpus

• Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “…as the reading of irregular words or high-frequency words) compared to tasks requiring phonological decoding skills (such as non-word reading; e.g., Araújo et al., 2011; Clarke, Hulme, & Snowling, 2005; Georgiou, Parrila, Kirby, & Stephenson, 2008; Pennington et al., 2001; Savage et al., 2005).”
• A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “It is, therefore, unlikely that the phonological component of RAN performance (Clarke et al., 2005; Pennington et al., 2001; Wagner & Torgesen, 1987; Wagner et al., 1993; Wolf & Bowers, 1999) and, in particular, the phonological problems that feature dyslexia are associated with the encoding and ret”
• The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability (2004, background): “Indeed, rapid naming has been consistently found to be related to fluency of text reading (Bowers, 1995; Morris et al., 1998; Pennington et al., 2001).”