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Why Do Some Resist Phonological Intervention? A Swedish longitudinal study of poor readers in Grade 4

https://doi.org/10.1080/713696666
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Visual and auditory priming in Swedish poor readers: a double dissociation
inferredcites →https://doi.org/10.1002/(sici)1099-0909(199803)4:1<30::aid-dys98>3.0.co;2-5openalex-snapshot
A comparison of dyslexic and normal readers using orthoptic assessment procedures
inferredcites →https://doi.org/10.1006/jecp.1996.0040openalex-snapshot
Individual Difference Variables That Predict Response to Training in Phonological Awareness
inferredcites →https://doi.org/10.1007/bf00309831openalex-snapshot
Phonemic deficits in developmental dyslexia
inferredcites →https://doi.org/10.1007/bf01027482openalex-snapshot
Phonological recoding skill and beginning reading
inferredcites →https://doi.org/10.1007/bf02648154openalex-snapshot
Training phonological awareness: A study with inner-city kindergarten children
inferredcites →https://doi.org/10.1007/bf02648214openalex-snapshot
Computer-based phonological awareness and reading instruction
inferredcites →https://doi.org/10.1007/bf02648257openalex-snapshot
Phoneme segmentation training: Effect on reading readiness
inferredcites →https://doi.org/10.1016/0022-0965(90)90079-nopenalex-snapshot
Explicit versus implicit instruction in phonemic awareness
inferredcites →https://doi.org/10.1037//0022-0663.79.1.3openalex-snapshot
Cipher versus cue reading: An experiment in decoding acquisition.
inferredcites →https://doi.org/10.1037//0022-0663.81.3.313openalex-snapshot
Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle.
inferredcites →https://doi.org/10.1037//0022-0663.84.3.364openalex-snapshot
Effects of two types of phonological awareness training on word learning in kindergarten children.
inferredcites →https://doi.org/10.1037//0022-0663.89.1.114openalex-snapshot
Converging evidence for phonological and surface subtypes of reading disability.
inferredcites →https://doi.org/10.1037/0022-0663.78.4.243openalex-snapshot
Acquisition of literacy: A longitudinal study of children in first and second grade.
inferredcites →https://doi.org/10.1037/0022-0663.80.4.437openalex-snapshot
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
inferredcites →https://doi.org/10.1037/0033-2909.101.2.192openalex-snapshot
The nature of phonological processing and its causal role in the acquisition of reading skills.
inferredcites →https://doi.org/10.1038/301419a0openalex-snapshot
Categorizing sounds and learning to read—a causal connection
inferredcites →https://doi.org/10.1080/0031383960400404openalex-snapshot
The Development of Word‐decoding Skills in Young Readers
inferredcites →https://doi.org/10.1080/02643298908253289openalex-snapshot
A longitudinal case study of developmental phonological dyslexia
inferredcites →https://doi.org/10.1080/03033910.1989.10557772openalex-snapshot
Phonemic Deficits: A Core Symptom of Developmental Dyslexia?
inferredcites →https://doi.org/10.1080/10862968709547585openalex-snapshot
Learning to Read and Spell Words
inferredcites →https://doi.org/10.1097/00004583-199710000-00031openalex-snapshot
Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives
inferredcites →https://doi.org/10.1111/j.1467-8624.1994.tb00733.xopenalex-snapshot
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis
inferredcites →https://doi.org/10.1126/science.148.3673.1066openalex-snapshot
Learning to Read
inferredcites →https://doi.org/10.1201/9781003077411openalex-snapshot
Current Directions in Dyslexia Research
inferredcites →https://doi.org/10.1207/s1532799xssr0103_4openalex-snapshot
Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition
inferredcites →https://doi.org/10.1598/rrq.21.4.1openalex-snapshot
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
inferredcites →https://doi.org/10.1598/rrq.23.3.1openalex-snapshot
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
inferredcites →https://doi.org/10.1598/rrq.26.1.3openalex-snapshot
Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?
inferredcites →https://doi.org/10.1598/rrq.34.1.3openalex-snapshot
Phonological Awareness Intervention Research: A Critical Review of the Experimental Methodology
inferredcites →https://doi.org/10.2307/359029openalex-snapshot
Literacy and Language Analysis
inferredcites →https://doi.org/10.2307/747683openalex-snapshot
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
inferredcites →https://doi.org/10.2307/747762openalex-snapshot
Effects of a Training Program for Stimulating Skills in Word Analysis in First-Grade Children
inferredcites →https://doi.org/10.2307/747799openalex-snapshot
Metalinguistic Abilities and Beginning Reading
inferredcites →https://doi.org/10.2307/747832openalex-snapshot
The Nonword Reading Deficit in Developmental Dyslexia: A Review
inferredcites →https://doi.org/10.4324/9780203053324-10openalex-snapshot
A Comparison of Reading Comprehension and Decoding Difficulties in Children
inferredcites →https://doi.org/10.4324/9781315108346-18openalex-snapshot
Beneath the Surface of Developmental Dyslexia
inferredcites →https://doi.org/10.4324/9781315785110openalex-snapshot
Phonological Skills and Learning to Read
inferredcites →https://doi.org/10.4324/9781351236904-5openalex-snapshot
Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding
inferredcites →https://doi.org/10.5860/choice.28-5374openalex-snapshot
Phonological skills and learning to read

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4103418openalex-extracted
Developmental Changes in the Abnormalities of Print-Speech Convergence in Individuals with Reading Disability
inferred← citeshttps://doi.org/10.1002/cl2.1081openalex-snapshot
Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review
inferred← citeshttps://doi.org/10.1002/cl2.1152openalex-snapshot
Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review
inferred← citeshttps://doi.org/10.1002/dys.313openalex-snapshot
Resistant readers 8 months later: energizing the student's learning milieu by targeted counselling
inferred← citeshttps://doi.org/10.1002/dys.339openalex-snapshot
Phonological or orthographic training for children with phonological or orthographic decoding deficits
inferred← citeshttps://doi.org/10.1016/j.neuropsychologia.2021.107777openalex-snapshot
A hierarchical deficit model of reading disability: Evidence from dynamic causal modelling analysis
inferred← citeshttps://doi.org/10.1023/a:1026434631998openalex-snapshot
Is the frequency of dyslexic problems among prison inmates higher than in a normal population?
inferred← citeshttps://doi.org/10.1080/00131881.2018.1493351openalex-snapshot
Randomised controlled trials in Scandinavian educational research
inferred← citeshttps://doi.org/10.1080/00313831.2012.656279openalex-snapshot
How Simple is the Simple View of Reading?
inferred← citeshttps://doi.org/10.1080/08039480801970098openalex-snapshot
Behaviour, attention and cognition in severe dyslexia
inferred← citeshttps://doi.org/10.1080/08856257.2014.882059openalex-snapshot
Early identification or broken promises? A comparison of literacy assessment performance in 112 Swedish third graders
inferred← citeshttps://doi.org/10.1080/1034912x.2014.878538openalex-snapshot
Response to Intervention and Dynamic Assessment: Implementing Systematic, Dynamic and Individualised Interventions in Primary School
inferred← citeshttps://doi.org/10.1080/19404150409546748openalex-snapshot
Beyond phonemic awareness: What educational role for other phonological processes?
inferred← citeshttps://doi.org/10.1086/447686openalex-snapshot
Comparative and International Education: A Bibliography (2000)
inferred← citeshttps://doi.org/10.1177/0022219410391187openalex-snapshot
Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2
inferred← citeshttps://doi.org/10.1207/s1532799xssr0504_03openalex-snapshot
Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
inferred← citeshttps://doi.org/10.31390/gradschool_theses.5725openalex-snapshot
Phonic Faces as a Method for Improving Decoding for Children with Persistent Decoding Deficits
inferred← citeshttps://doi.org/10.4236/psych.2011.23028openalex-snapshot
The Effects of Two Training Programs Regarding Reading Development among Children with Reading Disabilities
inferred← citeshttps://doi.org/10.5617/adno.6499openalex-snapshot
Kartleggingsprøver i lesing - tid for nytenking?
inferred← citeshttps://doi.org/10.5617/adno.8136openalex-snapshot
Screening Tests of Reading: Time for a Rethink
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