Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.

By C. Lonigan, Stephen R. Burgess, Jason L. Anthony. Developmental Psychology, 2000

1,149 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e6699f2e8b333940001ef26b6115af863f410220

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, background): “As expected, letter knowledge showed high reciprocal correlations with PA development (eg, Burgess & Lonigan, 1998 ; Carroll et al, 2003 ; Johnston et al, 1996 ; Lonigan, Burgess, & Anthony, 2000 ; Pennigton & Lefly, 2001 ) in both study groups.”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, methodology): “Countering these concerns are proponents of explicit instruction who cite evidence that emergent literacy skills (such as letter identification and phonemic awareness) are strong predictors of later school achievement that are not likely to be acquired by children in Head Start unless explicit instr”
Haptics in learning to read with children from low socio-economic status families (2007, background): “To explain this poor reading level, a number of preschool factors have been identified, such as low frequency of shared reading activities at home (Adam, 1990; Britto, Fuligni, & Brooks-Gunn, 2002; Hewinson & Tizard, 1980), limited material for promoting letter knowledge (Stuart, Dixon, Masterson, &”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “…awareness, rapid naming, and letter knowledge are robust predictors of decoding (e.g., Kirby, Parrila, & Pfeiffer, 2003; Lerkkanen et al., 2004; Lonigan et al., 2000; Manolitsis, et al., 2011; Puolakanaho et al., 2007) and reading comprehension (e.g., Lepola et al., 2005; Torppa, Poikkeus, et…”
The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children (2003, methodology): “…knowledge supporting phonemic awareness (Bowey, 1994; Bowey & Francis, 1991; Burgess & Lonigan, 1998; Ehri, 1998; Johnston, Anderson, & Holligan, 1996; Lonigan et al., 2000; Stahl & Murray, 1994; Wagner et al., 1994, 1997), at least up until the end of kindergarten (de Jong & van der Leij, 1999).”