The DOI matches its Crossref record.
The Structure of English Orthography
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Citations
Cited by
Nagy, W., Berninger, V. W., & Abbott, R. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.134 · Cited by 897
Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis
Share, D. L. (1999) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1998.2481 · Cited by 742
Fiez, J. A., Balota, D. A., Raichle, M. E., & Petersen, S. E. (1999) · Neuron · doi:10.1016/s0896-6273(00)80833-8 · Cited by 390
Abu-Rabia, S., & Siegel, L. S. (2002) · Journal of Psycholinguistic Research · doi:10.1023/a:1021221206119 · Cited by 250
Differential Diagnosis of Dysgraphia, Dyslexia, and OWL LD: Behavioral and Neuroimaging Evidence
Berninger, V. W., Richards, T. L., & Abbott, R. D. (2015) · Reading and Writing · doi:10.1007/s11145-015-9565-0 · Cited by 176
“This language learning architecture supports the cross-code mapping (phonological, orthographic, and morphological) at the subword and word levels (e.g., Bahr, Silliman, Berninger, & Dow, 2012) underlying learning to read and write English, a morphophonemic orthography (Venezky, 1970, 1999).”
Not all nonwords are alike: Implications for reading development and theory
Treiman, R., Goswami, U., & Bruck, M. (1990) · Memory & Cognition · doi:10.3758/bf03197098 · Cited by 170
Emergence in Cognitive Science
McClelland, J. L. (2010) · Topics in Cognitive Science · doi:10.1111/j.1756-8765.2010.01116.x · Cited by 135
Lexical Priming and Sound-to-Spelling Contingency Effects in Nonword Spelling
Barry, C., & Seymour, P. H. K. (1988) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/14640748808402280 · Cited by 134
Tier 3 specialized writing instruction for students with dyslexia
Berninger, V. W., Winn, W. D., Stock, P., Abbott, R. D., Eschen, K., Lin, S.-J. (., Garcia, N., Anderson-Youngstrom, M., Murphy, H., Lovitt, D., et al. (2008) · Reading and Writing · doi:10.1007/s11145-007-9066-x · Cited by 115
Scaffolding Beginning Readers: Micro and Macro Cues Teachers Use During Student Oral Reading
Cole, A. D. (2006) · The Reading Teacher · doi:10.1598/rt.59.5.4 · Cited by 44
Some Bodies are Easier to Read: The Effect of Consistency and Regularity on Children's Reading
Laxon, V., Masterson, J., & Coltheart, V. (1991) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/14640749108400958 · Cited by 35
Metadata
- Authors
- Venezky, R. L.
- Venue
- Mouton eBooks
- Publisher
- DE GRUYTER MOUTON
- Published
- 1970-12-31
- OpenAlex
- W4302342693
- Cited by
- 493
- References
- 0
- FWCI
- 21.14
- Type
- book
- Language
- en
- Open access
- closed
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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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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.
