The necessity of the alphabetic principle to phonemic awareness instruction

By B. Foorman, Dung-tsa Chen, Coleen D. Carlson, L. Moats, D. Francis, Jack M. Fletcher. 2003

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d72576c7049dec643a44b14b50242839b142db81

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. L. Moats
2. B. Foorman
3. J. Torgesen
4. Douglas Fuchs
5. S. Vaughn
6. Jeanne Wanzek
7. D. Francis
8. Carol McDonald Connor

In Education

1. L. Moats
2. B. Foorman
3. J. Torgesen
4. D. Francis
5. S. Vaughn
6. Douglas Fuchs
7. J. Rose
8. Jeanne Wanzek

Citations in the corpus

• Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children (2001, background): “Foorman, Chen, Carlson, Moats, Francis, and Fletcher (2001) found a similar interaction of student characteristics with instructional strategies in an investigation of 4,872 kindergartners in 114 classrooms in 32 Title 1 schools.”
• Measuring teachers’ content knowledge of language and reading (2003, background): “repeated measures of student growth in critical reading skills as children progressed from kindergarten to fourth grade ( Foorman, Chen, Carlson, Moats, Francis, & Fletcher, 2003; Foorman & Moats, in press).”
• Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4 (2005, background): “Kindergarten results from the initial cohort are described elsewhere (Foorman et al., 2003).”