Learning To Read and Learning To Spell: Two Sides of a Coin.

By L. Ehri. 2000

551 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5a984c7d1be071a25d9fc4e0f3a156a1c3315d52

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In Developmental and Educational Psychology

Citations in the corpus

A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “Of interest, early stage theories of invented spelling have parallels to Ehri's (2000 , 2005 ) phase theory of word reading acquisition and Share's (1995) self-teaching theory, in that there is an apparent progression from phonology to orthography.”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, methodology): “According to the theory of Ehri (2000, 2014), reading supports spelling through better retention of written words in memory.”
Phonological Awareness and Word Recognition in Reading by Children With Autism (2010, background): “Phonological awareness has been shown to play a critical role in both the decoding of unfamiliar words but also in the expansion of a sight word vocabulary that can be easily recognized orthographically and transformed into its spoken form (Ehri, 2000; Share & Stanovich, 1995; Troia, 2004).”
The association between mathematical word problems and reading comprehension (2008, background): “The skills needed for processing written information (e.g., literacy skills) have been considered a combination of decoding skills and reading comprehension (Ehri, 2000).”
The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge (2010, background): “…901 S. National Avenue, Springfield, MO, 65897, USA Email: juliemasterson@missouristate.edu memories of specific written words, or mental graphemic representations (MGRs), they can directly access and represent these word specific spellings in their writing (Ehri, 2000; Masterson & Apel, 2000).”
The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children (2009, methodology): “Given that young children go through continual developmental progression in spelling skills (Ehri, 2000), a future study should use a more fine-grained multiple scale for assessing children’s spelling skills (see, for example, Sénéchal et al.”
The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010, unknown): “Furthermore, literacy acquisition experience may promote children’s awareness of letter-sound relations (Ehri, 2000; Lonigan, Schatschneider, & Westberg, 2008; Treiman, 1998).”