Does strength of phonological representations predict phonological awareness in preschool children?

By Judith G. Foy, V. Mann. Applied Psycholinguistics, 2001

100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4901eac27d4a9ce591d4cf3b78a1ecfeb3da4b4b

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. Carol McDonald Connor
2. F. Morrison
3. Judith G. Foy
4. V. Mann
5. Megan M. McClelland
6. Richard C. Anderson
7. Shayne B. Piasta
8. Jari Nurmi

In Education

1. Carol McDonald Connor
2. F. Morrison
3. Judith G. Foy
4. V. Mann
5. Megan M. McClelland
6. Robert C. Pianta
7. C. Ponitz
8. Shauna L. Tominey

Citations in the corpus

• Changes in Letter Sound Knowledge Are Associated with Development of Phonological Awareness in Pre-School Children. (2006, methodology): “The materials (see Appendix A), developed from Foy and Mann (2001) consisted of practice trials and test items for each of six sub-tests assessing phoneme judgement, phoneme deletion and phoneme substitution in both initial and final positions.”
• Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading (2004, background): “Further, there is a documented association between vocabulary and phonological awareness (Foy & Mann, 2001; Gathercole & Baddeley, 1989; Metsala, 1991).”
• Phonological awareness, speech development, and letter knowledge in preschool children (2003, unknown): “Pronunciation was modified for the American sample according to pronunciation by 10 normally reading adults (see Foy & Mann, 2001 ).”