Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia
By P. Lyytinen, Heikki Lyytinen. Applied Psycholinguistics, 2004
126 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/ce0613d37fd326fa2680f3520425276aea81b933
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Developmental and Educational Psychology
- Xi Chen
- E. Geva
- Minna Torppa
- Gloria Ramirez
- P. Lyytinen
- Anna-Maija Poikkeus
- Heikki Lyytinen
- Asko Tolvanen
Citations in the corpus
- Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, methodology): “…months and 5.5 years of age, again with the earlier measures involving parental checklist report of vocabulary production and maximum sentence length (mean number of morphemes uttered; for details of the assessment of vocabulary and inflectional skills using CDI, see P. Lyytinen & Lyytinen, 2004).”
- Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, unknown): “Further, morphological awareness enhances vocabulary acquisition ( Lyytinen & Lyytinen, 2004; McBride-Chang, Wagner, Muse, Chow & Shu, 2005; White, Powers, & White, 1989; Wysocki & Jenkins, 1987).”
- The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “In contrast, inflectional morphology is a strong predictor of subsequent language and literacy skills in Finnish, a highly inflected language ( Lyytinen & Lyytinen, 2004 ).”
- Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, result): “Previous studies conducted in Finnish and Italian suggest that morphological awareness facilitates reading in shallow orthographies (e.g., Burani, Marcolini, & Stella, 2002; Burani, Dovetto, Spuntarelli, & Thornton, 1999 ;M u¨ller & Brady, 2001; Lyytinen & Lyytinen, 2004 ).”