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Retricted access

Research article

First published 2019-3

First and foreign language early reading abilities: The influence of musical perception

Maria Gomez-Dominguez, M. Carmen Fonseca-Mora, Francisco H. Machancoses

Psychology of Music

Open access

Research article

First published 2018-3

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia

Sietske van Viersen, Elise H. de Bree, Marjolein Zee [...]

Psychological Science

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Research article

First published 2008-06

Gender and Language Issues in Assessing Early Literacy

Sarah N. Harper, Janette P. Pelletier

Journal of Psychoeducational Assessment

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Research article

First published 1984-12

Phonological Awareness and Verbal Short-Term Memory

Virginia A. Mann, Isabelle Y. Liberman

Journal of Learning Disabilities

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Research article

First published 2011-7

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs [...]

Journal of Learning Disabilities

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Research article

First published 1993-04

Early Reading Performance

Dianna T. Kenny, Eugene Chekaluk

Journal of Learning Disabilities

Open access

Research article

First published 2025-2

Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills

Angela Pasqualotto, Paola Venuti

Learning Disabilities Research & Practice

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Research article

First published 1991-07

A Comparison of Intellectually Superior Preschool Accelerated Readers and Nonreaders: Four Years Later

Jeanne M. Burns, Martha D. Collins, J. Christine Paulsell

Gifted Child Quarterly

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Research article

First published 2017-11

Reliability and Predictive Validity of Preschool Web-Based Phonological Awareness Assessment for Identifying School-Aged Reading Difficulty

Karyn L. Carson

Communication Disorders Quarterly

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Research article

First published 2019-6

Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study

Cathy Yui-Chi Fong, Connie Suk Han Ho

First Language

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