Developmental Relationships between Language and Reading: Reconciling a Beautiful Hypothesis with Some Ugly Facts
By H. Scarborough, T. Huxley. 2005
154 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/91c9330fff2feb79d7c83da65e145ebfff8345db
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Citations in the corpus
- What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension (2006, background): “Although some posit a direct role of oral language on reading skill acquisition (Dickinson et al., 2003; Scarborough, 2005), others have described the relation as being mediated by phonological processing (Whitehurst & Lonigan, 1998).”
- Are specific language impairment and dyslexia distinct disorders? (2005, background): “Second, it is preschool problems in oral language that have often been argued to be an early manifestation of dyslexia (Scarborough, 2005; Snowling et al., 2003; Tallal et al., 1997).”
- Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “Overall receptive vocabulary knowledge is a strong predictor of language and comprehension outcomes (Scarborough, 2005; Storch & Whitehurst, 2002).”
- Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “Overall receptive vocabulary knowledge is a strong predictor of language and comprehension outcomes (Scarborough, 2005; Storch & Whitehurst, 2002) and responsiveness to vocabulary intervention (Coyne et al., 2009; Coyne et al., 2007; Penno et al., 2002).”
- Genetic and environmental influences on reading and listening comprehension (2006, background): “This decline in the correlation may in part reflect the fact that some children make adequate early progress in word decoding during beginning reading instruction, but then fail in reading comprehension when the primary focus shifts from ‘learning to read’ to ‘reading to learn’ around the fourth gra”