Phonological and orthographic processing: Their roles in reading prediction

By N. A. Badian. 2001

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/89f7c97dd67f90281aa149f91af59db6b0e06932

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Citations in the corpus

The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations (2015, background): “Many studies (Badian, 2001; Denton et al., 2000; McBride-Chang and Kail, 2002; Muter et al., 2004; Wang et al., 2006) have supported its role in predicting early reading achievement in both opaque and transparent languages.”
Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes (2010, background): “Orthographic processing, an area not addressed by the National Reading Panel, has been added to this discussion because there is evidence that it influences and predicts later reading achievement (Badian, 2001; Denton & West, 2002; Rego, 2006; West, Denton, & Germino-Hausken, 2000).”
Phonological Awareness and Word Recognition in Reading by Children With Autism (2010, background): “Research on the relationship between intelligence, phonological awareness, and reading has noted an association between verbal IQ (not NVIQ), phonological processing, and reading achievement (Badian, 2001; Scarborough, 1998), although other research has noted that overall intelligence scores become ”
Sources of Individual Differences in Reading Comprehension and Reading Fluency. (2003, background): “, 2001; Wolf & Bowers, 1999; Young & Bowers, 1995), phonological awareness (Wagner, Torgesen, & Rashotte, 1994; Young & Bowers, 1995), and orthographic memory (Badian, 2001; Ehri, 1998), all of which contribute directly to word-reading efficiency and indirectly to reading comprehension (through thei”
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “According to numerous research studies, assessments measuring a child’s understanding of print concepts have successfully predicted future reading success (e.g., Badian, 2001; Clay, 1993; Stuart, 1995; Tunmer et al., 1988; for review, see Adams, 1990, or Scarborough, 1998).”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “A closer look at the studies that have used measures of orthographic processing in Kindergarten (e.g., Badian, 1995, 2001 ) reveals that these measures do not precisely represent any of the current definitions of orthographic processing.”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “Although there is a paucity of cross-linguistic studies examining the effect of orthographic processing on reading, the evidence from single-language studies suggests that orthographic processing is important for reading irrespective of the characteristics of the orthography (e.g., Badian, 2001; B”
Longitudinal Predictors of Word Reading Development (2008, background): “verbal memory, Badian (2001) found that preschool orthographic”
The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective (2004, background): “…knowledge in kindergarten as chief predictors of decoding accuracy, reading fluency, and reading comprehension at the beginning of school (e.g., Badian, 2001; Bowey, 1995; Chaney, 1998; Ehri, Nunes, Willows, Yaghoub-Zadeh, & Shanahan, 2001; Hurtford, Schauf, Blaich, & Moore, 1994; Manis,…”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, result): “In line with this assumption, some English-language studies including a wide age range also demonstrated a shift in the relative importance of phonological awareness and/or rapid naming for word reading (Badian, 2001; Kirby, Parrila, & Pfeiffer, 2003).”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “In addition, poor orthographic processing skills contribute particularly to the development of a late reading comprehension deficit (Badian, 2001; 2005).”