The influence of speech perception, oral language ability, the home literacy environment, and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation

By Stephen R. Burgess. 2002

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bcd9431921c962ccfbf3d6e05abbcee9a7a7612e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Frank Niklas
2. C. Tayler
3. Caroline Cohrssen
4. Y. Kim
5. Minna Torppa
6. Anna-Maija Poikkeus
7. Asko Tolvanen
8. M. Schneider

In Education

1. C. Tayler
2. Caroline Cohrssen
3. Frank Niklas
4. Y. Kim
5. M. Schneider
6. Minna Torppa
7. Marja-Leena Laakso
8. Asko Tolvanen

Citations in the corpus

• Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment (2016, result): “However, previous studies on the home learning environment showed that this kind of assessment procedure often provides reliable data and leads to findings that are closely related to those found through the use of other measures (cf. Burgess, 2002).”
• The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, background): “It is well documented that home literacy experiences prior to formal literacy instruction are important for the development of a number of pre-reading and oral reading abilities, including phonological sensitivity and understanding of print ( Burgess, 2002 ; R az & Bryant, 1990; Snow, Burns, & Griff”
• Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment (2016, result): “Although the risk of social desirability cannot be excluded when using parent surveys, this way of assessing the HLE often provides reliable data, and previous studies showed that there is high concordance with other measures such as knowledge about children books or diary entries (Burgess 2002).”
• The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children (2009, background): “First, language and literacy environments at home influence development of children’s phonological awareness (Burgess, 2002; Raz & Bryant, 1990; Sénéchal et al, 1998).”
• Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, methodology): “…and in his or her environment that provide the strongest predictions of children’s language and literacy development is of continuing interest (e.g., Burgess, 1997, 2002; Bus, van IJzendoorn, & Pellegrini, 1995; Cooper, Roth, Speece, & Schatschneider, 2002; Crain-Thoreson & Dale, 1992; Frijters,…”
• Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “First, research should be undertaken into the learning of letter names and especially the factors which underpin the huge LNK differences observed among prereaders and even beginners ( Burgess, 2002; Worden & Boettcher, 1990).”
• Home Literacy Environment and the Beginning of Reading and Spelling. (2013, background): “Although the risk of social desirability cannot be excluded, this way of assessment often provides reliable data, and previous studies showed that there is high concordance with other measures such as knowledge about children books or diary entries (Burgess, 2002).”