Kindergarten literacy assessment of English Only and English language learner students: An examination of the predictive validity of three phonemic awareness measures

Hierarchical Linear Models: Applications and Data Analysis Methods.

Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,768 · see citing works

Hierarchical Linear Models: Applications and Data Analysis Methods

Davidian, M. (2003) · Journal of the American Statistical Association · doi:10.1198/jasa.2003.s288 · Cited by 13,820 · see citing works

Preventing Reading Difficulties in Young Children

National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,508 · see citing works

Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

Langenberg, D. N. (2000) · Cited by 4,325 · see citing works

Learning to read and write: A longitudinal study of 54 children from first through fourth grades.

Juel, C. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.437 · Cited by 1,925 · see citing works

Dynamic Indicators of Basic Early Literacy Skills

Sandman, A. (2018) · Sage eBooks · doi:10.4135/9781506326139.n214 · Cited by 1,051 · see citing works

Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School

Lee, V. E., & Burkam, D. T. (2002) · Cited by 1,029 · see citing works

Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & DENCKLA, M. B. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.4.601 · Cited by 932 · see citing works

Gender and motivation

Meece, J. L., Glienke, B. B., & Burg, S. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.04.004 · Cited by 805 · see citing works

Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P. C., Conway, T. W., & Garvan, C. W. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.4.579 · Cited by 719 · see citing works

The Prevention of Reading Difficulties

Torgesen, J. K. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(01)00092-9 · Cited by 595 · see citing works

Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers

Hasbrouck, J., & Tindal, G. A. (2006) · The Reading Teacher · doi:10.1598/rt.59.7.3 · Cited by 572 · see citing works

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545 · see citing works

Development of young readers' phonological processing abilities.

Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.1.83 · Cited by 516 · see citing works

The Development of Reading in Children Who Speak English as a Second Language.

Lesaux, N. K., & Siegel, L. S. (2003) · Developmental Psychology · doi:10.1037/0012-1649.39.6.1005 · Cited by 493 · see citing works

A Synthesis of Research on Language of Reading Instruction for English Language Learners

Slavin, R. E., & Cheung, A. (2005) · Review of Educational Research · doi:10.3102/00346543075002247 · Cited by 488 · see citing works

Prediction of first-grade reading in Spanish-speaking English-language learners.

Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.3.482 · Cited by 459 · see citing works

Formative Evaluation of Academic Progress: How Much Growth Can We Expect?

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993) · School Psychology Review · doi:10.1080/02796015.1993.12085636 · Cited by 442 · see citing works

Toward a Technology for Assessing Basic Early Literacy Skills

Kaminski, R. A., & Good, R. H. (1996) · School Psychology Review · doi:10.1080/02796015.1996.12085812 · Cited by 434 · see citing works

Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities

Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001) · School Psychology Review · doi:10.1080/02796015.2001.12086131 · Cited by 405 · see citing works

Effects of two types of phonological awareness training on word learning in kindergarten children.

Torgesen, J. K., Morgan, S. T., & Davis, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.364 · Cited by 323 · see citing works

Growth in reading skills of children from diverse linguistic backgrounds : Findings from a 5-year longitudinal study

Lesaux, N. K., Rupp, A., & Siegel, L. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.4.821 · Cited by 305 · see citing works

Promising Interventions for Promoting Emergent Literacy Skills

Justice, L. M., & Pullen, P. C. (2003) · Topics in Early Childhood Special Education · doi:10.1177/02711214030230030101 · Cited by 292 · see citing works

Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

Palardy, G. J., & Rumberger, R. W. (2008) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373708317680 · Cited by 282 · see citing works

English Language Learners Who Struggle With Reading

Klingner, J. K., Artiles, A. J., & Barletta, L. M. (2006) · Journal of Learning Disabilities · doi:10.1177/00222194060390020101 · Cited by 252 · see citing works

Evidence-based reading practices for response to intervention

Haager, D., Klingner, J. K., & Vaughn, S. R. (2007) · Cited by 243 · see citing works

Development of Reading in Grades K–2 in Spanish‐Speaking English‐Language Learners

Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2004.00107.x · Cited by 227 · see citing works

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Catts, H. W., Petscher, Y., Schatschneider, C. W., Bridges, M. S., & Mendoza, K. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408326219 · Cited by 225 · see citing works

Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries

Marks, G. N. (2008) · Oxford Review of Education · doi:10.1080/03054980701565279 · Cited by 219 · see citing works

Prediction of Reading Disabilities in Kindergarten and First Grade

O’Connor, R. E., & Jenkins, J. R. (1999) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0302_4 · Cited by 216 · see citing works

Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school.

McCoach, D. B., O'Connell, A. A., Reis, S. M., & Levitt, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.14 · Cited by 213 · see citing works

Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills

Good, R. H., Simmons, D. C., & Smith, S. B. (1998) · School Psychology Review · doi:10.1080/02796015.1998.12085896 · Cited by 175 · see citing works

Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders

Quiroga, T., Lemos-Britton, Z., Mostafapour, E. F., Abbott, R. D., & Berninger, V. W. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(01)00095-4 · Cited by 146 · see citing works

The Response to Intervention of English Language Learners at Risk for Reading Problems

Linan‐Thompson, S., Vaughn, S. R., Prater, K., & Cirino, P. T. (2006) · Journal of Learning Disabilities · doi:10.1177/00222194060390050201 · Cited by 142 · see citing works

Transfer among phonological tasks in kindergarten: Essential instructional content.

O’Connor, R. E., Jenkins, J. R., & Slocum, T. A. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.2.202 · Cited by 134 · see citing works

Layers of Reading Intervention in Kindergarten Through Third Grade

O’Connor, R. E., Fulmer, D., Harty, K. R., & Bell, K. M. (2005) · Journal of Learning Disabilities · doi:10.1177/00222194050380050701 · Cited by 128 · see citing works

Predicting progress in beginning reading: Dynamic assessment of phonemic awareness.

Spector, J. E. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.353 · Cited by 120 · see citing works

Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence

Geva, E. (2000) · Dyslexia · doi:10.1002/(sici)1099-0909(200001/03)6:1 · Cited by 119 · see citing works

Woodcock Reading Mastery Tests Revised/Normative Update (WRMT-R/NU)

Sutton, J. P. (1999) · Diagnostique · doi:10.1177/153450849902401-426 · Cited by 118 · see citing works

Early Steps: Replicating the effects of a first-grade reading intervention program.

Morris, D., Tyner, B., & Perney, J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.681 · Cited by 107 · see citing works

The Fate of Phonemic Awareness Beyond the Elementary School Years

Scarborough, H. S., Ehri, L. C., Olson, R. K., & Fowler, A. E. (1998) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0202_2 · Cited by 95 · see citing works

English Learners Reading English: What We Know, What We Need to Know

Peregoy, S. F., & Boyle, O. F. (2000) · Theory Into Practice · doi:10.1207/s15430421tip3904_7 · Cited by 95 · see citing works

Challenges to Reading Research from a Multilingual World.

Bernhardt, E. B. (2003) · Reading Research Quarterly · Cited by 92 · see citing works

Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children

Rouse, H. L., & Fantuzzo, J. W. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087971 · Cited by 83 · see citing works

Structural representations in knowledge acquisition.

Gonzalvo, P., Cañas, J. J., & Bajo, M. T. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.4.601 · Cited by 82 · see citing works

From letter names to word reading: The nascent role of sublexical fluency

Ritchey, K. D., & Speece, D. L. (2006) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2005.10.001 · Cited by 82 · see citing works

WHAT DO WE KNOW ABOUT PHONOLOGICAL AWARENESS IN SPANISH?

Denton, C. A. (2000) · Reading Psychology · doi:10.1080/027027100750061958 · Cited by 76 · see citing works

Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings

Ardoin, S. P., & Christ, T. J. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087912 · Cited by 72 · see citing works

Responsiveness of Students With Language Difficulties to Early Intervention in Reading

O’Connor, R. E., Bocian, K. M., Beebe-Frankenberger, M. E., & Linklater, D. L. (2008) · The Journal of Special Education · doi:10.1177/0022466908317789 · Cited by 62 · see citing works

English Language Learners With Reading-Related LD

Wilkinson, C. Y., Ortiz, A. A., Robertson, P. M., & Kushner, M. I. (2006) · Journal of Learning Disabilities · doi:10.1177/00222194060390020201 · Cited by 61 · see citing works

Predictive Accuracy of Nonsense Word Fluency for English Language Learners

Vanderwood, M. L., Linklater, D. L., & Healy, K. D. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087904 · Cited by 51 · see citing works

Early Literacy Interventions for English Language Learners: Support for an RTI Model

Healy, K. D., Vanderwood, M. L., & Edelston, D. (2005) · The California School Psychologist · doi:10.1007/bf03340921 · Cited by 40 · see citing works

When Do Children Fall Behind? What Can Be Done?

Davison, M. L., Seo, Y. S., Davenport, E. C., Butterbaugh, D., & Davison, L. J. (2004) · Phi Delta Kappan · doi:10.1177/003172170408501010 · Cited by 38 · see citing works

All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure

Mathes, P. G., & Torgesen, J. K. (1998) · Peabody Journal of Education · doi:10.1080/0161956x.1998.9681897 · Cited by 36 · see citing works

Early Identification and Intervention of Phonological Deficits in Kindergarten and Early Elementary Children at Risk for Reading Disability

Felton, R. H., & Pepper, P. P. (1995) · School Psychology Review · doi:10.1080/02796015.1995.12085777 · Cited by 35 · see citing works

Transfer among phonological manipulation skills.

Slocum, T. A., O’Connor, R. E., & Jenkins, J. R. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.618 · Cited by 30 · see citing works

Factors Associated with Reading Achievement and Attitude among Elementary School-Aged Students.

Diamond, P. J., & Onwuegbuzie, A. J. (2001) · Research in the schools · Cited by 29 · see citing works

English Language Learners Who Struggle with Reading: Language Acquisition or Learning Disabilities?

Klingner, J. K. (2006) · Cited by 20 · see citing works

Simultaneous measurement of reading growth, gender, and relative-age effects: many-faceted Rasch applied to CBM reading scores.

MacMillan, P. (2000) · PubMed · Cited by 17 · see citing works

Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present

Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works

The impact of an intervention on children's reading and spelling ability in low-income schools in India

Dixon, P., Schagen, I., & Seedhouse, P. (2011) · School Effectiveness and School Improvement · doi:10.1080/09243453.2011.625125 · Cited by 46 · see citing works

Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten

Tamtama, G. I. W., Suryanto, P., & Suyoto, S. (2020) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v10i1.11551 · Cited by 34 · see citing works

Poor Responders in RTI

O’Connor, R. E., & Klingner, J. K. (2010) · Theory Into Practice · doi:10.1080/00405841.2010.510758 · Cited by 27 · see citing works

Measuring the impact of a blended learning model on early literacy growth

Wilkes, S., Kazakoff, E. R., Prescott, J. E., Bundschuh, K., Hook, P. E., Wolf, R., Hurwitz, L. B., & Macaruso, P. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12429 · Cited by 25 · see citing works

Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education

Kerneža, M., & Košir, K. (2016) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.91 · Cited by 22 · see citing works

The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners

Dixon, L. Q. (2010) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050903556014 · Cited by 20 · see citing works

A Growth Curve Analysis of Literacy Performance Among Second-Grade, Spanish-Speaking, English-Language Learners

Gutiérrez, G., & Vanderwood, M. L. (2013) · School Psychology Review · doi:10.1080/02796015.2013.12087488 · Cited by 19 · see citing works

Teaching letter sounds to kindergarten English language learners using incremental rehearsal

Peterson, M., Brandes, D., Kunkel, A. K., Wilson, J. A., Rahn, N. L., Egan, A. M., & McComas, J. J. (2013) · Journal of School Psychology · doi:10.1016/j.jsp.2013.11.001 · Cited by 18 · see citing works

Revisiting Discrepancy Theory in Learning Disabilities: What Went Wrong and Why We Should Go Back

Callinan, S., Cunningham, E. G., & Theiler, S. (2012) · Australian Journal of Guidance and Counselling · doi:10.1017/jgc.2012.22 · Cited by 15 · see citing works

Addressing False Positives in Early Reading Assessment Using Intervention Response Data

McAlenney, A. L., & Coyne, M. D. (2013) · Learning Disability Quarterly · doi:10.1177/0731948713514057 · Cited by 14 · see citing works

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

Rhinehart, L. V., Bailey, A. L., & Haager, D. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00420-w · Cited by 16 · see citing works

Using Incremental Rehearsal to Teach Letter Sounds to English Language Learners

Rahn, N. L., Wilson, J. A., Egan, A. M., Brandes, D., Kunkel, A. K., Peterson, M., & McComas, J. J. (2015) · Education and Treatment of Children · doi:10.1353/etc.2015.0000 · Cited by 14 · see citing works

Practices That Promote English Reading for English Learners (ELs)

Martínez, R. S., Harris, B., & McClain, M. B. (2014) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2014.903192 · Cited by 13 · see citing works

Response to intervention: Accountability in action

Hempenstall, K. (2012) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2012.704879 · Cited by 12 · see citing works

Multimedia Games for Fun and Learning English in Preschool.

Agudo, J. E., Rico, M., & Sánchez, H. (2015) · Digital Education Review · doi:10.1344/der.2015.27.183-205 · Cited by 12 · see citing works

Variations in Practice Reading Aloud: Ten Versus Twenty Minutes

O’Connor, R. E., Gutiérrez, G., Knight-Teague, K., Checca, C. J., Kim, J. S., & Ho, T.-H. (2012) · Scientific Studies of Reading · doi:10.1080/10888438.2011.624566 · Cited by 11 · see citing works

Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

Ford, K. L., Invernizzi, M. A., & Huang, F. L. (2014) · Literacy Research and Instruction · doi:10.1080/19388071.2014.931494 · Cited by 11 · see citing works

Aprendizaje inicial de la lengua escrita: prácticas docentes y conocimientos de los alumnus

Rodríguez, S. S., & Fradejas, M. D. A.-C. (2012) · Culture and Education · doi:10.1174/113564012803998820 · Cited by 10 · see citing works

Response to Intervention for English Learners

Richards‐Tutor, C., Solari, E. J., Leafstedt, J. M., Gerber, M. M., Filippini, A. L., & Aceves, T. C. (2012) · Assessment for Effective Intervention · doi:10.1177/1534508412461522 · Cited by 10 · see citing works

Reading and Related Skills in the Early School Years: Are boys really more likely to struggle?

Limbrick, L., Wheldall, K., & Madelaine, A. (2012) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2012.723939 · Cited by 10 · see citing works

Growth of phonemic awareness and spelling in a second language

Yeung, S. S., Liu, Y., & Lin, D. (2017) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2017.1409695 · Cited by 10 · see citing works

A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time

Nese, J. F. T., Kamata, A., & Tindal, G. A. (2017) · Journal of School Psychology · doi:10.1016/j.jsp.2016.12.001 · Cited by 7 · see citing works

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

Oslund, E. L., Hagan–Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A. B., Kwok, O., & Coyne, M. D. (2016) · Journal of Learning Disabilities · doi:10.1177/0022219416664866 · Cited by 6 · see citing works

The contribution of teaching practices and pupils’ initial knowledge to literacy learning

Buisán, C., Ríos, I. E., & Tolchinsky, L. (2018) · Swiss Journal of Educational Research · doi:10.24452/sjer.33.1.4849 · Cited by 5 · see citing works

English Learners’ Performance on a Measure of Dyslexia Risk

Rhinehart, L. V., & Gotlieb, R. J. M. (2023) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12316 · Cited by 4 · see citing works

Do boys need different remedial reading instruction from girls?

Limbrick, L., Wheldall, K., & Madelaine, A. (2012) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2011.648331 · Cited by 3 · see citing works

An alternative approach to the measurement of phoneme discrimination and segmentation in young children

Bochner, A. M. (2012) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651887 · Cited by 3 · see citing works

Issues in assessment for intervention in implementation of responsiveness to intervention models

O’Connor, R. E., & Sanchez, V. M. (2011) · Advances in learning and behavioral disabilities · doi:10.1108/s0735-004x(2011)0000024009 · Cited by 3 · see citing works

Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties

Norman, E. R. V., Truman, K. J., & Clemens, N. H. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101360 · Cited by 2 · see citing works

Development of word fluency and expressive vocabulary in Japanese kindergarten children

Ishizaka, I., Higashikawa, M., & Hara, Y. (2014) · Kitasato medical journal · Cited by 1 · see citing works

The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement

Irvin, P. S. (2015) · Scholars' Bank (University of Oregon) · Cited by 1 · see citing works

Development of nonword and irregular word lists for Australian Grade 3 students using Rasch analysis

Callinan, S., Cunningham, E. G., & Theiler, S. (2014) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2014.891529

Assessing the effectiveness of a cultural curriculum to improve early literacy outcomes for kindergarteners

MacKay, L. D. (2011) · cIRcle (University of British Columbia) · doi:10.14288/1.0105087

The Predictive Validity of the Washington Kindergarten Inventory of Developing Skills GOLD’s Literacy Domain: Why assessment matters for Washington’s earliest readers

Stull, S. (2015) · ResearchWorks at the University of Washington (University of Washington)

Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge With Kindergarten Students in High-Poverty Urban Elementary Schools

Burns, M. K., Maki, K. E., Helman, L. A., McComas, J. J., & Young, H. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1468835

Exploring relationships between phonological awareness and phonological productive abilities of kindergarten-aged children

Judd, A. (2018) · Memorial University Research Repository (Memorial University)

How Linking University Research to School Needs Influences Scholars and Schools

O’Connor, R. E., & Beach, K. D. (2014) · Advances in medical education · doi:10.1007/978-3-319-02603-9_8

An interpretive phenomenological analysis study of the reading achievement of African American boys in elementary restart schools

McClure, Y. (2022) · doi:10.17760/d20467333

Phonological Awareness in Chinese EFL : Age‐Related Development and Phoneme‐Specific Challenges

Liang, L., Fryer, L. K., & Guo, S. (2026) · Reading Research Quarterly · doi:10.1002/rrq.70115

Early phonological skills as a predictor of reading acquisition: A follow‐up study from kindergarten to the middle of grade 2

Sprugevica, I., & Høien, T. (2003) · Scandinavian Journal of Psychology · doi:10.1111/1467-9450.00329 · Cited by 52 · see citing works

Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten

Soltz, S. D. (2016) · Scholars' Bank (University of Oregon)

Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

Ford, K. L., Invernizzi, M. A., & Huang, F. L. (2014) · Literacy Research and Instruction · doi:10.1080/19388071.2014.931494 · Cited by 11 · see citing works

Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills

Dağlı, Ü. Y. (2010) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2010.06.001 · Cited by 73 · see citing works

Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties

Norman, E. R. V., Truman, K. J., & Clemens, N. H. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101360 · Cited by 2 · see citing works