The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
Knowledge foundations for teaching reading and spelling
Overview
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Citations
Cites
Beginning to Read: Thinking and Learning about Print
Cairns, C., & Adams, M. J. (1991) · Language · doi:10.2307/415121 · Cited by 4,376
Langenberg, D. N. (2000) · Cited by 4,305
Meaningful Differences in the Everyday Experience of Young American Children
Panagos, R. J. (1998) · Remedial and Special Education · doi:10.1177/074193259801900609 · Cited by 4,173
Meaningful Differences in the Everyday Experience of Young American Children
(1996) · Choice Reviews Online · doi:10.5860/choice.33-3435 · Cited by 4,103
The phonological loop as a language learning device.
Baddeley, A., Gathercole, S., & Papagno, C. (1998) · Psychological Review · doi:10.1037/0033-295x.105.1.158 · Cited by 2,199
Reading Ability: Lexical Quality to Comprehension
Perfetti, C. (2007) · Scientific Studies of Reading · doi:10.1080/10888430701530730 · Cited by 2,095
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001) · Reading Research Quarterly · doi:10.1598/rrq.36.3.2 · Cited by 1,493
Introduction to response to intervention: What, why, and how valid is it?
FUCHS, D., & FUCHS, L. S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.1.4 · Cited by 1,341
Beginning to read thinking and learning about print
Adams, M. J. (1992) · Cited by 1,183
Meaningful differences in the everyday experience of young American children
Hart, B. M., & Risley, T. R. (1995) · Cited by 1,130
Cited by
Characterizing the knowledge of educators receiving training in systematic literacy instruction
McMahan, K. M., Oslund, E. L., & Odegard, T. N. (2019) · Annals of Dyslexia · doi:10.1007/s11881-018-00174-2 · Cited by 26
Metadata
- Authors
- Moats, L.
- Venue
- Reading and Writing
- Published
- 2009-01-23
- Volume
- 22
- Issue
- 4
- Pages
- 379-399
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W2113038243
- Cited by
- 263
- References
- 52
- FWCI
- 19.61
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Knowledge foundations for teaching reading and spelling. https://app.cochat.ai/papers/10.1007/s11145-009-9162-1
- The paper
- Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing. https://doi.org/10.1007/s11145-009-9162-1
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.
