Toward a Common Terminology for Talking about Speech and Reading: A Glossary of the “Phon” Words and Some Related Terms
By H. Scarborough, S. Brady. 2002
123 citations recorded by the source corpus.
Many phonological terms are found in the contemporary literature on reading, and some inconsistencies and disagreements are apparent in how they are used and understood. To clarify the meanings of these words in current usage, and thereby to facilitate communication in the field of literacy, a thematically organized glossary of these terms and related words is provided.
Subfields: Communication, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/4e5b04a00b8da93e6927bec3a2e0d6dc42500458
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Communication
In Developmental and Educational Psychology
- K. McGrew
- T. Keith
- L. Moats
- Randy G. Floyd
- Gordon E. Taub
- Christiany Suwartono
- Paul J Silvia
- Barbara J. Wendling
Citations in the corpus
- Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, background): “Terms for these abilities have included phonemic awareness, phonological awareness, phonological analysis and synthesis, and speech perception (see Scarborough & Brady, 2002).”
- First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes (2009, methodology): “Here we follow the definitions specified in Scarborough & Brady (2002) .”
- Knowledge foundations for teaching reading and spelling (2009, background): “Accurate identification of and discrimination of confusable phonemes and words (Moats, 2000; Scarborough & Brady, 2002) is important for reading and spelling.”