Beyond phonological skills: broader language skills contribute to the development of reading

By Kate Nation, M. Snowling. 2004

742 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9302eb79752cfeb48a2b25943a285229c6f35e99

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Citations in the corpus

Vocabulary Is Important for Some, but Not All Reading Skills (2007, positive): “To extend Nation and Snowling (2004) we assessed regular word reading so that predictors of exception word and regular word reading could be compared.”
Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills. (2006, background): “Nation & Snowling, 2004; Stanovich & Siegel, 1994; Treiman, 2000) and orthographic (e.g.”
The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “According to this notion, the source of variability among readers lies primarily in the quality of lexical representations, and reading outcomes are explained as a function of experience with words at both oral (Nation & Snowling, 2004) and written (Stanovich, West, & Cunningham, 1991) levels.”
The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, background): “These skills include word recognition, verbal comprehension, phonological processing (e.g., Nation & Snowling, 2004; Stanovich & Siegel, 1994), orthographic”
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Indeed, vocabulary knowledge has been associated with the ability to decode words, recognize sight words, and comprehend reading passages (Nation & Snowling, 2004; Ouellette, 2006).”
Investigating gender differences in reading (2010, positive): “1998 ; Dally 2006 ) and verbal ability (Nation and Snowling 2004 ; Ouellette 2006 ; Ricketts, Nation, and Bishop 2007 ) for reading comprehension.”
Cognitive correlates of vocabulary growth in English language learners (2011, background): “…vocabulary gap does not close is problematic, because vocabulary has been shown to be related to reading comprehension and academic achievement (e.g., August, Carlo, Dressler, & Snow, 2005; Chall, 1983; Nation & Snowling, 2004; Proctor, Carlo, August, & Snow, 2005; Verhoeven & van Leeuwe, 2008).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, background): “Of note, studies that include a greater range of word reading and comprehension measures predict up to 80% even with multiple regression (Nation & Snowling, 2004; Tunmer & Chapman, 2012).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…and language comprehension, vocabulary predicted variance in reading ability above and beyond measures of SVR components in many studies (Nation & Snowling, 2004; Ouellette & Beers, 2010; Tilstra, McMaster, van den Broek, Kendeou, & Rapp, 2009; Verhoeven & van Leeuwe, 2008), although…”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “Nation and Snowling (2004) measured Depth of Vocabulary Online 315”