Effects of phonological abilities and linguistic comprehension on the development of reading.

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The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “For example, phonological abilities, letter knowledge, and short-term memory are important determinants of word reading ( de Jong & van der Leij, 2002 ; Kendeou, van den Broek, White, & Lynch, 2009 ; Muter, Hulme, Snowling, & Stevenson, 2004 ), whereas measures independent of word reading, such as”
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “Recent empirical studies, on the other hand, emphasize that a broad range of early language and literacy skills undergirds later reading success, including oral discourse skills, syntactic abilities, and vocabulary knowledge (deJong & van der Leij, 2002 ; Dickinson, McCabe, Anastasopoulos, Peisner-”
Attentional control and the Simple View of reading (2009, background): “The Simple View does not deny that skills such as phonemic awareness, vocabulary knowledge, or orthographic awareness are important to reading; rather, it suggests that they are subskills of either decoding or language comprehension (see also Cain, Oakhill, & Bryant, 2004; Conners & Olson, 1990; de”