The DOI matches its Crossref record; 116 of the 116 references it cites were found in a registry or an index.
Why is letter-name knowledge such a good predictor of learning to read?
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Citations
Cites
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Beginning to read: thinking and learning about print
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The double-deficit hypothesis for the developmental dyslexias.
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Research works printed but not linked: 31
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Cited by
The effects of handwriting experience on functional brain development in pre-literate children
James, K. H., & Engelhardt, L. (2012) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2012.08.001 · Cited by 423
Using tablets and apps to enhance emergent literacy skills in young children
Neumann, M. M. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.10.006 · Cited by 237
Maureen, I. Y., van der Meij, H., & de Jong, T. (2018) · International Journal of Early Childhood · doi:10.1007/s13158-018-0230-z · Cited by 110
Mayer, C., Wallner, S., Budde-Spengler, N., Braunert, S., Arndt, P. A., & Kiefer, M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03054 · Cited by 74
Metadata
- Authors
- Noel Foulin, J.
- Venue
- Reading and Writing
- Published
- 2005-03
- Volume
- 18
- Issue
- 2
- Pages
- 129-155
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W1974337595
- Cited by
- 411
- References
- 116
- FWCI
- 18.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
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- Noel Foulin, J. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing. https://doi.org/10.1007/s11145-004-5892-2
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.