The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.
By Jason L. Anthony, C. Lonigan. 2004
411 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/c9edbaf1a656f3a27951844735bcc8f03555b734
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Citations in the corpus
- Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “…the detection and manipulation of the sound structure of language (Phillips, ClancyMenchetti, & Longian, 2008) with ongoing and overlapping development of specific phonological skills such as sound manipulation, segmentation, deletion, and rhyming (Anthony & Lonigan, 2004; Phillips et al., 2008).”
- Effects of an Embedded Phonological Awareness Intervention During Repeated Book Reading on Preschool Children With Language Delays (2008, background): “Although these components differ in ease of learning (Smith, Simmons, & Kame’enui, 1998; Stahl & Murray, 1994), they appear to originate from the same underlying knowledge base (Anthony & Lonigan, 2004; Schatschneider, Francis, Foorman, Fletcher, & Mehta, 1999).”
- Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units (2007, background): “Also, the limited variation in some of the PA tasks due to the near-ceiling effects (i.e., syllable awareness 10 ) and floor effects (i.e., in the onset–rime tasks 11 ) may have obscured the true relationships (Anthony & Lonigan, 2004).”
- Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, result): “These data from Arabic support previous findings from English that the awareness of larger phonological units, not just phoneme-level awareness, is linked with early reading development ( Anthony & Lonigan, 2004; Wagner et al., 1993, 1994).”
- Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, background): “However, there is an ongoing debate about whether awareness of different-sized psycholinguistic units is crucial for understanding this link (eg, Goswami & Bryant, 1990 ; Muter, Hulme, Snowling, & Stevenson, 2004 ; Muter, Hulme, Snowling, & Taylor, 1997 ) or whether differences in phonological aw”
- Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, methodology): “Anthony and Lonigan (2004) concluded, In summary, it appears that the debate over whether sensitivity to rhyme or sensitivity to phonemes is most important for reading and spelling has led researchers and theorists astray . . .”
- Development, Assessment, and Promotion of Preliteracy Skills (2006, background): “…programs include activities that are better keyed to the developmental level of preschool children and make use of recent advancements in understanding the developmental continuum of phonological awareness (e.g., Anthony & Lonigan, 2004; Anthony, Lonigan, Driscoll, Phillips, & Burgess, 2003).”
- Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome (2006, background): “Email: aby11@student.canterbury.ac.nz development and children at risk for literacy difficulties (e.g., Anthony & Lonigan, 2004; Carroll & Snowling, 2004; Stuart & Coltheart, 1988; Wagner, 1986; Wagner, Torgesen, & Rashottte, 1994).”
- Development of Phonological Awareness (2005, background): “Anthony and Lonigan (2004) reported four independent confirmatory factor-analytic studies that yielded similar findings with over 1,200 2-to 8-year-old children.”
- Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches (2013, background): “In line with the view that phonological awareness is a single construct over developmental time (Anthony & Lonigan, 2004), both interventions had non-specific effects on phonological development.”
- On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…to its status near the top of the Anglophone research agenda— boasts numerous studies of this type, both longitudinal and crosssectional (e.g., Anthony & Lonigan, 2004; Carroll, Snowling, Hulme, & Stevenson, 2003; Hoien, Lundberg, Stanovich, & Bjaalid, 1995; Wagner, Torgesen, & Rashotte,…”