Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge

By S. Hecht, Stephen R. Burgess, J. Torgesen, R. Wagner, C. A. Rashotte. 2000

206 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4b9f38e885eacaa668c5834d84b60fc8e350b160

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Phonological Awareness Intervention: Comparison of Fast ForWord, Earobics, and LiPS (2004, background): “At the time of enrollment, school speech and language pathologists (SLPs) nominated students who were (a) 7.5 to 9 years of age, (b) receiving school-based speech/language services outlined in an individualized education plan, (c) reading more than 1 year below grade level according to their school ”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, background): “For example, children from lower SES backgrounds are more likely to become at-risk for reading difficulties when compared with children from middle or higher SES backgrounds (Bowey, 1995; Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000 ).”
Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups (2007, background): “Recent research has provided evidence that these EL abilities are the foundation for success in reading at school (Wagner et al., 1997; Nicholson, 1999; Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000; Scarborough, 2001; Whitehurst & Lonigan, 2001).”
Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “Children’s speed in letter naming is another letter-name-related skill which has been found to be closely associated with school reading achievement (Cronin & Carver, 1998; Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000; Walsh, Price, & Gillingham, 1988).”
Decoding and Reading Comprehension (2014, methodology): “Hoover and Gough (1990) defined the decoding component of the SVR as efficient word recognition, but suggested that an adequate measure for younger readers would be the ability to pronounce pseudowords.”
Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development? (2004, background): “, Bradley & Bryant, 1985; Muter & Snowling, 1998; Rohl & Pratt, 1995) and naming speed (e.g., Badian, 1994; Hecht et al., 2000) can make unique contributions to reading development, although these latter effects are not always verified (e.”
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension (2013, unknown): “Hecht, Burgess, Torgesen, Wagner, & Rasotte, 2000 ).”
Reading electronic and printed books with and without adult instruction: effects on emergent reading (2010, background): “Evidence that LSES children have a lower level of emergent reading than children from a high SES (HSES) is well established in the literature ( Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000; Lonigan, Anthony, Burgess, & Barker, 1998).”
Why poor children are more likely to become poor readers: the early years (2014, background): “…(Henning et al. 2010; McDowell, Lonigan, and Goldstein 2007), and that phonological awareness significantly mediates the association between socio-economic status and reading attainment in preschool and the early years of school (Bowey 1995; Hecht et al. 2000; Noble, Farah, and McCandliss 2006).”
Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children (2001, background): “On the other hand, many other children, coming largely from families of lower socioeconomic or minority status, enter school signiﬁcantly delayed in a much broader range of prereading skills (Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000; Hart & Risley, 1995).”