Changes in Letter Sound Knowledge Are Associated with Development of Phonological Awareness in Pre-School Children.

By Judith G. Foy, V. Mann. 2006

110 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5b980b2714c7907f3db443900b83f1afb466c61f

Citations in the corpus

• Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, unknown): “…Adams, 1990), and these skills influence other key early literacy skills, such as PA and phonemic decoding (Blaiklock, 2004; Evans, Bell, Shaw, Moretti, & Page, 2006; Foy & Mann, 2006; Roberts, 2003; Treiman, Tincoff, & Rich-mond-Welty, 1996; Treiman, Tincoff, Rodri-guez, Mouzaki, & Francis, 1998).”
• The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010, unknown): “Although iconic in nature, letters vary in the amount of information their names provide for letter sounds, and this variation appears to be related to children’s letter-sound acquisition (Foy & Mann, 2006; Treiman, Pennington, Shriberg, & Boada, 2008).”