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1
Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 3, 621-640
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2
Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 6, 1365-1384
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3
Acquiring reading and vocabulary in Dutch and English: the effect of concurrent instruction
In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 3-4, 415-434
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4
Teaching phonological skills to a deaf first grader: a promising strategy
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 154 (2009) 4, 382-388
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5
Phonology and reading: a response to Wang, Trezek, Luckner, and Paul
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 154 (2009) 4, 338-345
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6
Phonology is necessary, but not sufficient: a rejoinder
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 154 (2009) 4, 346-356
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7
Assessment of emerging reading skills in young native speakers and language learners
In: Speech communication. - Amsterdam [u.a.] : Elsevier 51 (2009) 10, 968-984
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8
Further evidence for teacher knowledge: supporting struggling readers in grades three through five
In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 4, 401-423
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9
The nature of skilled adult reading varies with type of instruction in childhood
In: Memory & cognition. - Heidelberg [u.a.] : Springer 37 (2009) 2, 223-234
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10
Phonemic awareness : how much is enough within a changing picture of reading instruction?
In: How much is enough? The intensity evidence in language intervention. - Hagerstown, Md. : Lippincott Williams & Wilkins (2009), 344-359
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11
Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings
In: Reading and writing. - New York, NY : Springer Science+Business Media 21 (2008) 9, 929-963
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12
The role of language of instruction and vocabulary in the English phonological awareness of Spanish-English bilingual children
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 27 (2006) 2, 229-246
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13
Essential linguistics : what you need to know to teach reading, ESL, spelling, phonics, and grammar
Freeman, Yvonne S.; Freeman, David E.. - Portsmouth, NH : Heinemann, 2004
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14
The effects of rime- and phoneme-based teaching delivered by Learning Support Assistants
In: Journal of research in reading. - Leeds : Wiley-Blackwell 26 (2003) 3, 211-233
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15
The effect of phonics instruction on the reading comprehension of beginning readers
In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 14 (2001) 5-6, 423-457
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16
Dyslexia: from theory to intervention
Høien, Torleiv; Lundberg, Ingvar. - Dordrecht [u.a.] : Kluwer Academic, 2000
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17
Phonics instruction and student achievement in whole language first-grade classrooms
In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 34 (1999) 3, 312-341
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18
Grammatical awareness and reading in grade 1 children
In: Merrill-Palmer quarterly. - Detroit, Mich. : Wayne State Univ. Press 43 (1997) 4, 567-590
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19
Developing phonemic awareness in young children
In: The reading teacher. - Hoboken, NJ : Wiley 45 (1992) 9, 696-703
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20
Phonological awareness in reading : the evolution of current perspectives
Sawyer, Diane J. (Hrsg.). - New York [u.a.] : Springer-Verl., 1991
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UB Frankfurt Linguistik
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