Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties

By F. Vellutino, D. Scanlon, Haiyan Zhang, C. Schatschneider. 2008

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/df5cef02adfa1c912b58eba3db6f2a492d7af0a1

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. M. Bridges
2. Sarah Herrera
3. D. Nielsen
4. H. Catts
5. Kate Nation
6. Michael J. Kieffer
7. Y. Kim

In Statistics and Probability

1. H. Catts

Citations in the corpus

• Early prediction of reading comprehension within the simple view framework (2015, background): “, 2009; Storch & Whitehurst, 2002) as well as a very large literature that has documented the connection between phonological awareness and letter knowledge in kindergarten and word recognition/reading comprehension in the early school grades (Al Otaiba et al., 2011; Catts, Fey, Zhang, Tomblin, 2001”