Ruth Fielding-barnsley

Developmental and Educational Psychology · 2000–2005

A researcher in the Science corpus: 5 papers; trusts 1 researcher and is trusted by 9 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 11 citations into it; #2,991 of 8,223 by trust here, #1,708 by citations

Whom Ruth Fielding-barnsley trusts overall

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

1. Brian Byrne
2. J. Chapman

Who trusts Ruth Fielding-barnsley overall

1. Jacqueline A. Towson
2. Brian Byrne
3. Angel Fettig
4. E. Caffrey
5. Veronica P. Fleury

Papers from Ruth Fielding-barnsley's perspective

Ordered by how strongly the researchers Ruth Fielding-barnsley trusts endorse each paper. Same corpus, a different order for every researcher.

1. Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.
2. The Heritability of Language: A Review and Metaanalysis of Twin, Adoption, and Linkage Studies
3. Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases
4. Computational analysis of present-day American English
5. Longitudinal twin study of early reading development in three countries: Preliminary results
6. Reading Fluency and Its Intervention
7. Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context
8. Reading teachers’ knowledge of children’s literature and English phonology
9. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
10. Why is letter-name knowledge such a good predictor of learning to read?

Their papers

• Teachers' attitude to and knowledge of metalinguistics in the process of learning to read (2005) — 117 citations
• Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. (2005) — 150 citations
• Early intervention in the home for children at risk of reading failure (2003) — 86 citations
• Longitudinal twin study of early reading development in three countries: Preliminary results (2002) — 122 citations
• Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response. (2000) — 209 citations