Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.

By M. Schneider, Ellen Roth, Marco Ennemoser. 2000

343 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/49be309d2b9ed3a57a8c211c026fb0988ef24f8a

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In Developmental and Educational Psychology

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Citations in the corpus

Modeling the Successes and Failures of Interventions for Disabled Readers (2003, unknown): “Numerous controlled intervention studies have addressed this prediction in low-achieving prereaders (e.g., Bradley & Bryant, 1983; Ball & Blachman, 1991; Blachman, Ball, Black, & Tangel, 1994) and atrisk children with demonstrated reading difficulties (Lundberg, 1994; Schneider, Ennemoser, Roth, & K”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, methodology): “The remaining studies did not provide sufficient information to calculate effect sizes, but reported gains on reading outcomes for students in treatment groups (Gross & Garnett, 1994; Qi & O’Connor, 2000; Schneider et al., 2000).”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “This is particularly true in consistent orthographies in which the relationship between letter names and sounds is unambiguous (e.g., Schneider, Roth, & Ennemoser, 2000; van Otterloo, van der Leij, & Henrichs, 2009).”
Is there a causal link from phonological awareness to success in learning to read? (2004, background): “However, most have attempted to induce phonological awareness through training in a combination of such skills (Brennan & Ireson, 1997; Cunningham, 1990; Hatcher, Hulme, & Ellis, 1994; Kozminsky & Kozminsky, 1995; Lundberg, Frost, & Petersen, 1988; Schneider et al., 2000; Treiman & Baron, 1983; Wein”
Phonology, reading development, and dyslexia: A cross-linguistic perspective (2002, background): “It further explains why a focus on rhyme and rhythm in preschool (e.g., clapping out nursery rhymes, which gives children practice in coordinating a manual rhythm with the P-centres of certain syllables) is important for later literacy development across languages (Lundberg, Frost, & Petersen, 1988;”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, background): “For example, Schneider, Roth, and Ennemoser (2000) screened a large group of 208 at-risk German children in kindergarten prior to enrolling them in different phonological training programs designed to reduce their potential reading problems.”
CHILDREN'S COGNITIVE DEVELOPMENT AND LEARNING (2012, background): “Fuller expositions can be found in Kuhn and Siegler (2006), Siegler et al. (2006), Slater and Quinn (2012), and Goswami (2002, 2008, 2014).”
Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, background): “…on alphabetical skills has not compared the current age groups, alphabetic programs' successful applications with kindergartners (Baker & Smith, 1999; Schneider et al., 2000) suggest that the older group in this study (age 4 -5) would gain more than their younger counterparts on alphabetic skills.”