Predicting Individual Differences in Learning to Read

By J. Bowey. 2008

226 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f24bd352e70be9c97cfd3879b285278a0baa6d0f

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Citations in the corpus

Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Mounting evidence from studies of monolingual English children indicates that early progress in learning to read depends critically on oral language skills (e.g., Bowey, 2005; Muter, Hulme, Snowling, & Stevenson, 2004).”
Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “132 No to Failure (2009) 133 Brooks (2007) 134 Bishop (2008), Bishop and Snowling (2004); McArthur et al, (2000); Catts et al, (2005)”
Fluency in reading—Thirty-five years later (2010, background): “grade on (Bowey, 2005). Weaker readers, however, generally demonstrate a strong relationship between word recognition skills and reading through adulthood (Perfetti, 1999; Stanovich, 2000). One recent important L1 study has demonstrated the power of word recognition fluency, even for 5th grade-stude”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, result): “In line with the huge amount of data showing that phoneme awareness is crucial for literacy development, (e.g., Bowey, 2005; Castles & Coltheart, 2004; de Jong & van der Leij, 1999; Ziegler & Goswami, 2005), the present findings further confirm the link between phoneme awareness and early reading…”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “Research has identified multiple component skills and knowledge resources as important contributors to reading abilities (Bowey, 2005; Grabe, 2004; Koda, 2005; Nassaji, 2003; Perfetti, Landi, & Oakhill, 2005).”
The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010, unknown): “The findings of the present study in con- junction with previous studies appear to suggest that PA may play a facilitative role in letter-sound abstraction from letter names for many students, but may not be required for all children (Bowey, 2005; Treiman et al., 2008).”
Brief report—Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study (2008, background): “…predict arithmetic attainment in school-age children (Hecht et al., 2001; Leather & Henry, 1994; Noel et al., 2004; Rasmussen & Bisanz, 2005), there is established evidence that both phonological loop functioning and phonological awareness predict reading attainment (see Bowey, 2005, for a review).”
A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development (2019, background): “Both concurrent and longitudinal studies show that RAN is a correlate of reading skills (Allor, 2002; Bowey, 2005; Kirby, Georgiou, Martinussen, & Parrila, 2010; Wolff, 2014; for a meta-analysis, see Araújo, Reis, Petersson, & Faísca, 2015).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…awareness of phonemes and the acquisition of alphabetic literacy does not appear to be an integral part of humans’ biological preparedness for rapid early spoken language acquisition, but, in the words of Bowey (2005), is “inextricably linked” to learning to read an alphabetic orthography (p. 168).”
Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness (2007, background): “Letter knowledge is a predictor of reading success in alphabetic scripts (see Adams, 1990; Bowey, 2005; Seymour, 2005 for reviews).”
Literacy development in early French immersion programs. (2008, background): “In a review of research on kindergarten predictors of subsequent reading ability (primarily word identification) in monolingual English-speaking children, Bowey (2005) identified letter-name knowledge and phonological processing abilities as key predictors of early reading ability.”