Valerie Muter
Biographic Data
| ID | 1692318 |
|---|---|
| NAME | Valerie Muter |
| GIVEN NAMES | Valerie |
| FAMILY NAME | Muter |
| SIGNATURE | MUTER V |
| AFFILIATIONS | University of York |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 94 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 3 |
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlie…
The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population
Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not signi…
Concurrent and Longitudinal Predictors of Reading
S The relationship between phonological awareness, short‐term memory, grammatical awareness, and reading accuracy was investigated in a follow‐up study of 34 9‐year‐olds originally studied as preschoolers. The best concurrent predictor set for reading accuracy at age 9 was grammatic knowledge, phoneme awareness, and speech rate, which together explained nearly 90% of the variance in reading skill. Phoneme deletion, nonword repetition, and letter …
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlie…
Concurrent and Longitudinal Predictors of Reading
S The relationship between phonological awareness, short‐term memory, grammatical awareness, and reading accuracy was investigated in a follow‐up study of 34 9‐year‐olds originally studied as preschoolers. The best concurrent predictor set for reading accuracy at age 9 was grammatic knowledge, phoneme awareness, and speech rate, which together explained nearly 90% of the variance in reading skill. Phoneme deletion, nonword repetition, and letter …
The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population
Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not signi…
Concurrent and Longitudinal Predictors of Reading
S The relationship between phonological awareness, short‐term memory, grammatical awareness, and reading accuracy was investigated in a follow‐up study of 34 9‐year‐olds originally studied as preschoolers. The best concurrent predictor set for reading accuracy at age 9 was grammatic knowledge, phoneme awareness, and speech rate, which together explained nearly 90% of the variance in reading skill. Phoneme deletion, nonword repetition, and letter …
The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population
Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not signi…
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlie…
Language Development and Disorders (3 works) · Reading and Literacy Development (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Linguistics (2 works) · Phonological awareness (2 works) · Psychology (2 works) · Reading (process) (2 works) · Art (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)