Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders

By Kate Nation, C. M. Marshall, M. Snowling. 2001

113 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d0d60afc430c1b433af6104e985cd638fce4611

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kate Nation
2. M. Snowling
3. Isabelle Peretz

In Developmental and Educational Psychology

1. Kate Nation
2. M. Snowling
3. Paula J. Clarke
4. K. Cain
5. Gene P. Ouellette
6. D. Share
7. Y. Chiu
8. Dorothy V. M. Bishop

In Education

1. Kate Nation
2. M. Snowling
3. Y. Chiu

Citations in the corpus

• Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension (2007, background): “…aspects of a task (e.g., reducing frequency or imageability) has a differentially severe effect on poor comprehenders’ processing; for evidence from a picture naming task, see Nation et al. (2001); for evidence from short-term memory tasks, see Nation, Adams, Bowyer-Crane, & Snowling (1999).”