Phonological and Lexical Processes

By Usha Goswami. 2000

112 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/852cca02b57289b767808669f7ed7c73e0c089cd

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development? (2004, background): “An important issue that has not been sufficiently addressed is whether this latent ability can account for the observed relationships of phonological processing tasks with reading development (see also Goswami, 2000).”
Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006, background): “In research on the relationship between different facets of metalinguistic awareness and learning to read, considerable attention has been given to phonological awareness (for a review, see Goswami, 2000).”
The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence (2002, result): “…(RC). from age 6 to approximately age 9, coupled with slightly weaker relations with Reading Comprehension during the same age span, support this research demonstrating links between specific auditory abilities and early reading skill development (e.g., Goswami, 2000; Torgeson et al., 1997).”
Early bilingualism, language transfer, and phonological awareness (2007, background): “Research shows the development of phonological awareness to progress from the syllable level and the onset–rime level to the more detailed phoneme level (cf. Bradley & Bryant, 1983; Goswami, 2000).”
Early Literacy From a Longitudinal Perspective (2005, background): “…awareness to progress from the syllable level and the onset-rime level (in the word bed, the consonant b forms the onset and the following vowel and consonant ed form the rime) to the phoneme level (cf. Bradley & Bryant, 1983; Goswami, 2000; Liberman, Shankweiler, Fischer, & Carter, 1974).”
Universals in Learning to Read Across Languages and Writing Systems (2021, background): “Sensitivity to salient stretches of speech has proved to be important not only for alphabetic reading but for syllabic and morphosyllabic reading as well (see also Goswami, 2000).”
Use of Partial Information in Learning To Read Chinese Characters. (2003, background): “However, to become skilled readers of English, children have to acquire a more sophisticated understanding of orthography–phonology relationships as they learn to cope with variability in the pronunciation of letters and letter clusters (Goswami, 2000).”