Phoneme awareness and pathways into literacy: A comparison of German and American children

By V. Mann, Heinz Wimmer. 2002

285 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/df447b53f8f4615bf44b6a72de122c26f44fa6e5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Why is letter-name knowledge such a good predictor of learning to read? (2005, methodology): “Furthermore, cross-linguistic studies have shown that any prereading LNK deficit did not necessarily lead to subsequent lateness in reading achievement (Bruck et al., 1997; Mann & Wimmer, 2002 ).”
Rapid naming speed and Chinese character recognition (2008, background): “... reading than RAN tasks requiring naming of colors or objects (e.g., Bowey, McGuigan, & Ruschena, 2005; Cardoso-Martins & Pennington, 2004; Compton, 2003; Savage & Frederickson, 2005); and, finally, (6) RAN—reading relationship is likely stronger in orthographically consistent languages, such as ”
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study (2010, result): “Cross-linguistic studies have mostly confirmed the results obtained for the English language but have also shown that the strength of the relationship between phonological awareness and reading depends on the regularity of the orthographic system ( Mann & Wimmer, 2002 ; Wimmer, Landerl, Linortner, ”
Phonological awareness, speech development, and letter knowledge in preschool children (2003, unknown): “We examine both rhyme and phoneme awareness, and we employ both judgment and manipulation tasks as a probe to shallow vs. deeper levels of awareness ( Mann & Wimmer, 2002; Stanovich, 1992).”
Orthographic Depth and Its Impact on Universal Predictors of Reading (2010, background): “…phonological awareness was important only in English, and not in other languages, such as Greek or German (Georgiou, Parrila, & Papadopoulos, 2008; Mann & Wimmer, 2002), others found that phonological awareness was equally important in English and in other languages, such as Dutch and Czech…”
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010, background): “Some studies (Georgiou, Parrila, Kirby, & Stephenson, 2008; Mann & Wimmer, 2002) reported phonological awareness as the strongest predictor of reading accuracy and fluency in English and rapid naming as the stronger predictor of reading accuracy and fluency in transparent orthographies (e.g., Greek…”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “that the rhyming tasks are easy for children learning to read in orthographically consistent languages and have very little variability (e.g., Mann & Wimmer, 2002 ).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…Wimmer, 2002; McEneaney, 1997; Nikolopoulos et al., 2006; Reitsma & Verhoeven, 1990) and is also more uniform (Landerl, 2000; Lyytinen et al., 2004; Mann & Wimmer, 2002; McEneaney, 1997; Nikolopoulos et al., 2006; Reitsma & Verhoeven, 1990).17 English word reading instruction often involves a…”
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “It has been proposed that RAN might be more relevant in transparent orthographies where reading accuracy is often at ceiling early on and reading fluency tasks are used to capture individual differences in reading (Kirby et al., 2010; Mann & Wimmer, 2002).”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “Some studies have reported that phonological awareness is more important in learning to read in English, while rapid naming is more important for transparent orthographies, such as Dutch, Greek, or German (Georgiou, Parrila, & Papadopoulos, 2008; Landerl & Wimmer, 2008; Mann & Wimmer, 2002).”