Elinor Saiegh-Haddad

Developmental and Educational Psychology · 2003–2014

A researcher in the Science corpus: 6 papers; trusts 16 researchers and is trusted by 12 researchers here, as inferred from the citation graph.

Subfields

Whom Elinor Saiegh-Haddad trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

  1. Usha Goswami
  2. S. Abu-Rabia
  3. E. Geva
  4. Heinz Wimmer
  5. Johannes C. Ziegler
  6. Karin Landerl
  7. A. Durgunoğlu
  8. Mikko Aro
  9. K. Stanovich
  10. C. McBride-Chang

Who trusts Elinor Saiegh-Haddad overall

  1. Sana Tibi
  2. Soaad M. Abdelhadi
  3. John R. Kirby
  4. Nadia Taibah
  5. E. Geva
  6. Gloria Ramirez
  7. Raphiq Ibrahim
  8. Charles Haynes
  9. Xi Chen
  10. Roni Henkin-Roitfarb

Papers from Elinor Saiegh-Haddad's perspective

Ordered by how strongly the researchers Elinor Saiegh-Haddad trusts endorse each paper. Same corpus, a different order for every researcher.

  1. The double-deficit hypothesis and difficulties in learning to read a regular orthography.
  2. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (Psychological bulletin)
  3. The relation between reading ability and morphological skills: Evidence from derivational suffixes
  4. Nonword reading across orthographies: How flexible is the choice of reading units? (Applied Psycholinguistics)
  5. Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
  6. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
  7. Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children.
  8. Learning to read: English in comparison to six more regular orthographies (Applied Psycholinguistics)
  9. The role of morphological awareness in children's vocabulary acquisition in English
  10. Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development (Applied Psycholinguistics)

Their papers