The importance of letter knowledge in the relationship between phonological awareness and reading

By Ken E. Blaiklock. 2004

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5dba1db04d31625fa0dbcf5845dadd5ab44dd1dc

How researchers see this paper

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

In Developmental and Educational Psychology

1. Judith G. Foy
2. V. Mann
3. Richard I. Parker
4. Mack D. Burke
5. L. Ehri
6. Nancy Boyer
7. Oi-man Kwok
8. Deborah Shaw

In Statistics and Probability

1. Mack D. Burke
2. Shanna Hagan-Burke
3. Richard I. Parker
4. Oi-man Kwok
5. Deborah Shaw
6. Mary Ann Evans
7. Judith G. Foy
8. V. Mann

Citations in the corpus

• Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011, background): “Letters facilitate the transfer of phoneme segmentation skill to reading and spelling tasks that require letter knowledge ( Blaiklock, 2004 ).”
• Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “Research has found that there is a relationship between phonemic awareness and letter names, even though the directionality of the relationship is not clear (Blaiklock, 2004; Treiman & Rodriguez, 1999).”
• Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children (2006, result): “The findings here replicated that of previous research in showing that knowledge of uppercase letters precedes that of lowercase letters (Blaiklock, 2004; de Abreu & Cardoso-Martins, 1998; Levin & Aram, 2004; Mason, 1980; McCormik & Mason, 1981; Treiman et al., 1998; Worden & Boettcher, 1990).”
• Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children (2006, background): “The primary limitation of this previous research, however, is that it has not explored early literacy constructs simultaneously (Blaiklock, 2004).”
• Changes in Letter Sound Knowledge Are Associated with Development of Phonological Awareness in Pre-School Children. (2006, result): “Deeper levels of phoneme awareness, however, appear to be strongly and independently linked to letter sound knowledge in our study, consistent with findings in other studies (Blaiklock, 2004; Carroll et al., 2003; Mann & Wimmer, 2002).”
• Home Grown for Reading: Parental Contributions to Young Children's Emergent Literacy and Word Recognition (2008, background): “Controversy exists regarding which aspects of phonological awareness are more important (see Castles & Coltheart, 2004; Goswami, 2002), with some suggesting that rhyming is less critical than phonemic awareness (i.e., awareness of individual phonemes; Blaiklock, 2004; Hatcher & Hulme, 1999; Muter et”
• Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, unknown): “…(Share, Jorm, Maclean, & Matthews, 1984; 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,…”