Development of Phonological Awareness

By Jason L. Anthony, D. Francis. 2005

720 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6962d1eea38755d1b469450bd7e2a7c07cb82105

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. Alexandra Reis
2. Falk Huettig
3. Karl Magnus Petersson
4. Robert F. Port
5. Thomas Lachmann
6. Yuko Goto Butler
7. Santa Barbara County
8. Younghee Sheen

In Statistics and Probability

1. Alexandra Reis
2. Karl Magnus Petersson
3. Robert F. Port
4. Yuko Goto Butler
5. Santa Barbara County

Citations in the corpus

• Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “Onset and rhyme awareness in turn develops before children detect and manipulate phonemes (see Anthony & Francis, 2005; Anthony, Lonigan, Driscoll, Phillips, & Burgess, 2003, for review).”
• Wechsler Individual Achievement Test®-Third Edition (WIAT®-III) (2014, background): “Intensive instruction in phonological awareness for many children with dyslexia can usually result in increased reading ability (Anthony & Francis, 2005).”
• English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “PA refers to ‘one’s ability to recognize, discriminate, and manipulate the sounds of a language, regardless of the size of the word unit that is the focus’ (Anthony & Francis 2005: 256).”
• How are words stored in memory? Beyond phones and phonemes (2007, background): “Many of the skills just mentioned may be learned before receiving reading instruction (Anthony & Francis, 2005; Liberman et al., 1974).”
• Back in time: Reversed speech as a window into cognitive language processing—A systematic review (2026, unknown): “Defined as the degree of sensitivity to the sound structure of oral language (Anthony & Francis, 2005), phonological awareness is also a crucial predictor of developing reading and writing skills (i.e., for the acquisition of orthographic competence; Castles & Coltheart, 2004; Gillon, 2004).”