Modeling the response of normally achieving and at-risk first grade children to word reading instruction
Bibliographic Data
| ID | 20478559 |
|---|---|
| Authors | Donald L Compton (0000-0003-3855-3746, University of Colorado Boulder, corresponding author) |
| Year | 2000 |
| Volume | 50 |
| Issue | 1 |
| Pages | 53-84 |
| Publication date | 2000-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annals of Dyslexia (JOURNAL) |
| Journal identifiers | ISSN: 0736-9387 • E-ISSN: 1934-7243 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11881-000-0017-3 |
| PMID | 20563780 |
| OpenAlex | W1984503643 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
Audiology · Cognition · Dyslexia · Linguistics · Phonemic awareness · Phonological awareness · Psycholinguistics · Word recognition · Cognitive and developmental aspects of mathematical skills · Medicine · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Understanding the ‘Lexia’ in dyslexia
Preventing reading failure in young children with phonological processing disabilities
Learning to read and write
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
The double-deficit hypothesis for the developmental dyslexias.
Curriculum-Based Measurement
The role of instruction in learning to read
Hierarchical linear models
Reading Recovery
An Assessment of Early Steps
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers
Treating the core deficits of developmental dyslexia
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.12 |
| Citation span | 2001 - 2020 (20) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |