L. Ehri

Developmental and Educational Psychology · 2000–2020

A researcher in the Science corpus: 11 papers; trusts 9 researchers and is trusted by 53 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 17 citations into it; #308 of 8,223 by trust here, #569 by citations
• Education — 6 citations into it; #730 of 11,309 by trust here, #1,668 by citations
• Cognitive Neuroscience — 5 citations into it; #5,868 of 10,852 by trust here, #3,702 by citations
• Statistics and Probability — 5 citations into it

Whom L. Ehri trusts overall

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

1. Susan E. Gathercole *
2. Katharine Pace Miles
3. P. Seymour
4. Blair T. Johnson
5. Robert S. Siegler
6. L. Moats
7. Charles A. Perfetti
8. Rebecca Treiman
9. Nancy Boyer
10. Mikko Aro

Who trusts L. Ehri overall

1. Y. Kim
2. Nancy Boyer
3. Gene P. Ouellette
4. J. Cummins
5. Katharina Galuschka
6. Roxanne F. Hudson
7. J. Standley
8. S. H. Deacon
9. Panayiota Kendeou
10. Kate Nation

Papers from L. Ehri's perspective

Ordered by how strongly the researchers L. Ehri trusts endorse each paper. Same corpus, a different order for every researcher.

1. Bringing Words to Life: Robust Vocabulary Instruction
2. Speech to Print: Language Essentials for Teachers.
3. Emerging Minds: The Process of Change in Children's Thinking
4. Quantitative synthesis of social psychological research.
5. The importance of letter knowledge in the relationship between phonological awareness and reading
6. Conceptualization of readiness and the content of early learning standards: The intersection of policy and research?
7. Perception of the speech code.
8. Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish (Applied Psycholinguistics)
9. Statistical Power Analysis for the Behavioral Sciences (2nd ed.)
10. Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes.

Their papers

• The Science of Learning to Read Words: A Case for Systematic Phonics Instruction (2020) — 208 citations
• Development of the Ability to Read Words (2016) — 99 citations
• Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning (2014) — 676 citations
• Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal–Correlational and Instructional Studies (2013) — 95 citations
• Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011) — 90 citations
• Development of Sight Word Reading: Phases and Findings. (2008) — 487 citations
• The Mnemonic Value of Orthography for Vocabulary Learning in Language Minority Students (2008) — 174 citations
• Learning to Read Words: Theory, Findings, and Issues (2005) — 1,473 citations
• Do Adult Literacy Students Make the Same Word-Reading and Spelling Errors as Children Matched for Word-Reading Age? (2002) — 143 citations
• Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis (2001) — 943 citations
• Learning To Read and Learning To Spell: Two Sides of a Coin. (2000) — 551 citations