Jason L. Anthony

Developmental and Educational Psychology · 2000–2011

A researcher in the Science corpus: 7 papers; trusts 6 researchers and is trusted by 23 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 20 citations into it; #985 of 8,223 by trust here, #464 by citations
• Education — 18 citations into it; #2,181 of 11,309 by trust here, #864 by citations
• Statistics and Probability — 6 citations into it; #4,237 of 12,932 by trust here, #3,411 by citations

Whom Jason L. Anthony trusts overall

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

1. C. Lonigan
2. Stephen R. Burgess
3. K. Stanovich
4. R. Gersten
5. P. F. Jong
6. S. Landry

Who trusts Jason L. Anthony overall

1. Johannes C. Ziegler
2. C. Lonigan
3. Usha Goswami
4. Y. Kim
5. Nadia Taibah
6. B. Wasik
7. D. Share
8. K. Diamond
9. Robert F. Port
10. Yuko Goto Butler

Papers from Jason L. Anthony's perspective

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

1. Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. (Developmental Psychology)
2. School readiness and later achievement. (Developmental Psychology)
3. The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.
4. What We Know about Effective Instructional Practices for English-Language Learners
5. Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations
6. Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers
7. Mother and Caregiver Sensitivity Over Time: Predicting Language and Academic Outcomes With Variable- and Person-Centered Approaches
8. The Effects of a Language and Literacy Intervention on Head Start Children and Teachers
9. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
10. The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School

Their papers

• The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. (2004) — 411 citations
• Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations (2003) — 313 citations
• Development of Phonological Awareness (2005) — 720 citations
• An experimental study evaluating professional development activities within a state funded pre-kindergarten program (2011) — 141 citations
• Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers (2009) — 359 citations
• Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students (2004) — 138 citations
• Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. (2000) — 1,149 citations