Phonological skills and their role in learning to read: a meta-analytic review.

By M. Melby‐Lervåg, S. Lyster, Charles Hulme. Psychological bulletin, 2012

1,198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ac82fdd9e0980cc72ddc41eeed80e6efee1ca39b

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In Statistics and Probability

1. Willy Serniclaes
2. M. W. Noordenbos

Citations in the corpus

• The Categorical Perception Deficit in Dyslexia: A Meta-Analysis (2015, background): “…determinants of dyslexia and evidenced large effect sizes for phonological skills, well above those obtained here for the CP deficit (d = 1.37 for CA controls, d = 0.57 for RL controls in Melby-Lervåg et al., 2012; d = 1.20 for CA controls, d = 0.52 for RL controls in Melby-Lervåg & Lervåg, 2012).”
• Individual Differences in Reading Development (2014, neutral): “Concerning the supposed reciprocal mechanism underlying Matthew effects in reading, we refer to the studies cited above, especially the meta-analysis by Mol and Bus (2011) as well as the more narrative review by Morgan and Fuchs (2007).”
• Periodic and Aperiodic EEG Features as Potential Markers of Developmental Dyslexia (2023, background): “The noise-related impairment of neural synchronization could prevent individuals with DD from acquiring robust phonemic representations, thus determining low phonological awareness and consequently impaired phoneme–grapheme mapping, which is essential for reading [69].”