The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?
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Citations
Cites
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
Perception of the speech code.
Liberman, A. M., Cooper, F. S., Shankweiler, D. P., & Studdert-Kennedy, M. (1967) · Psychological Review · doi:10.1037/h0020279 · Cited by 3,722
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303
Defining dyslexia as a developmental language disorder: An expanded view
Catts, H. W. (1996) · Topics in Language Disorders · doi:10.1097/00011363-199602000-00004 · Cited by 114
Cited by
Phonological recoding and self-teaching: sine qua non of reading acquisition
Share, D. L. (1995) · Cognition · doi:10.1016/0010-0277(94)00645-2 · Cited by 2,352
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Longitudinal Studies of Phonological Processing and Reading
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994) · Journal of Learning Disabilities · doi:10.1177/002221949402700503 · Cited by 932
The role of instruction in learning to read: Preventing reading failure in at-risk children.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998) · Journal of Educational Psychology · doi:10.1037//0022-0663.90.1.37 · Cited by 895
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Metadata
- Authors
- Ball, E. W., & Blachman, B. A.
- Venue
- Reading Research Quarterly
- Publisher
- Wiley
- Published
- 1991
- Volume
- 26
- Issue
- 1
- Pages
- 49-66
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2065232964
- Cited by
- 949
- References
- 4
- FWCI
- 36.32
- Type
- journal article
- 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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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? https://app.cochat.ai/papers/10.1598/rrq.26.1.3
- The paper
- Ball, E. W., & Blachman, B. A. (1991). Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? Reading Research Quarterly. https://doi.org/10.1598/rrq.26.1.3
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.
