The voice of evidence in reading research.

By P. McCardle, Vinita Chhabra. 2004

315 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e8313e96eafc5ab5bf4285234bd91f3f7962d71e

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Citations in the corpus

Research-Based Implications From Extensive Early Reading Interventions (2007, unknown): “McCardle & Chhabra, 2004; Rayner.”
Knowledge foundations for teaching reading and spelling (2009, background): “Five essential components of effective reading instruction, explicitly enumerated in the Report of the National Reading Panel (McCardle & Chhabra, 2004; National Institutes of Child Health and Human Development, 2000) have provided the content framework for many advisories, guidelines, and policies…”
Dyslexia, Learning, and the Brain (2008, background): “This failure has now been very fully addressed (see McCardle & Chhabra, 2004; NICHD, 2000, for comprehensive reviews).”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “In alphabetic orthographies, word recognition skill has been found to be causally related to phonological processing (e.g., see McCardle & Chhabra, 2004; Snowling & Hulme, 2007).”
Research on Reading Instruction for Individuals with Significant Cognitive Disabilities (2006, background): “In general, students who do not learn to read have fewer opportunities as adults; not being able to read affects both economic security and general well-being (Chhabra & McCardle, 2004).”
Adolescent struggling readers in urban schools: Results of a Latent Class Analysis (2011, unknown): “…reading proficiency (Berman & Biancarosa, 2005; Biancarosa & Snow, 2004; Carnegie Council on Advancing Adolescent Literacy, 2010; Cassidy & Cassidy, 2009; Christenbury, Bomer, & Smagorinsky, 2009; McCardle & Chhabra, 2004; National Center for Educational Statistics, 2004; Phelps, 2005; Snow, 2002).”