The contribution of phonological skills and letter knowledge to early reading development in a multilingual population

By V. Muter, Kay Diethelm. 2001

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8348b26dc511c051e337e89671ad86704d970329

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. Xi Chen
2. E. Geva
3. Michael J. Kieffer
4. Catherine E. Snow
5. Gloria Ramirez
6. Linda Siegel
7. Y. Luo
8. D. August

In Statistics and Probability

1. Xi Chen
2. Gloria Ramirez
3. E. Geva
4. Orly Lipka
5. Y. Luo
6. Linda Siegel
7. Hong Li
8. Catherine E. Snow

Citations in the corpus

• 3. RESEARCH ON TEACHING READING (2004, background): “…literacy skills, particularly issues surrounding phonological awareness, sound–letter correspondences, print readiness, and the emergence of reading abilities (Carver, 2000; Geva & Siegal, 2000; Muter & Diethelm, 2001; National Reading Panel, 2000; Snow, Burns, & Griffin,1998; Verhoeven, 2000).”
• Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors (2012, result): “The similarity lends support to the previous finding that the same set of cognitive and linguistic component skills accounts for reading success in ELLs as in monolingual children, regardless of ELLs’ language backgrounds (Geva, 2008; Muter & Diethelm, 2001 ).”
• Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “The home literacy 48 Geva (2000), Muter and Diethelm (2001), Landerl et al (1997), Goulandris (2003).”
• The importance of letter knowledge in the relationship between phonological awareness and reading (2004, unknown): “Letter knowledge has been found to be significantly correlated with reading in numerous studies (e.g. Gallagher, Frith & Snowling, 2000; Muter & Diethelm, 2001).”
• Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa (2016, background): “Phonological awareness also seems to transfer across languages (Muter & Diethelm, 2001; Geva & Zadeh, 2006).”
• The development of reading comprehension skills in children learning English as a second language (2011, background): “In a similar manner, for ESL students, phonological awareness is a reliable predictor of word reading skills (e.g., Geva, Yaghoub-Zadeh, & Schuster, 2000; Gottardo, 2002; Muter & Diethelm, 2001).”
• The Critical Role of Vocabulary Development for English Language Learners (2005, background): “…central role in models of reading as research uncovers its influence on earlier reading and reading-related skills including phonological, orthographic, and morphosyntactic processes (Anglin, 1993; Carlisle & Nomanbhoy, 1993; Muter & Diethelm, 2001; Verhallen & Schoonen, 1993; Wang & Geva, 2003).”
• Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006, unknown): “(e.g., Durgunoglu, Nagy, & Hancin-Bhatt, 1993; Muter & Diethelm, 2001 ).”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “According to this hypothesis, the same cognitive and linguistic component skills may account for children’s reading in a given language, irrespective of their language background or oral proficiency (Geva, 2008; Muter & Diethelm, 2001).”