# | Title | Journal | Year | Citations |
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1 | Reading Ability: Lexical Quality to Comprehension | Scientific Studies of Reading | 2007 | 1,343 |
2 | Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis | Scientific Studies of Reading | 2001 | 1,038 |
3 | Learning to Read Words: Theory, Findings, and Issues | Scientific Studies of Reading | 2005 | 878 |
4 | Word Knowledge in a Theory of Reading Comprehension | Scientific Studies of Reading | 2014 | 698 |
5 | Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation | Scientific Studies of Reading | 1999 | 554 |
6 | Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured | Scientific Studies of Reading | 2006 | 504 |
7 | Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension | Scientific Studies of Reading | 2008 | 495 |
8 | Reading Fluency and Its Intervention | Scientific Studies of Reading | 2001 | 478 |
9 | Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children | Scientific Studies of Reading | 1997 | 466 |
10 | The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study | Scientific Studies of Reading | 2012 | 451 |
11 | Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure | Scientific Studies of Reading | 2006 | 447 |
12 | Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning | Scientific Studies of Reading | 2014 | 424 |
13 | Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems | Scientific Studies of Reading | 2005 | 402 |
14 | Motivational and Cognitive Predictors of Text Comprehension and Reading Amount | Scientific Studies of Reading | 1999 | 393 |
15 | The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes | Scientific Studies of Reading | 2001 | 371 |
16 | Interest and Learning From Text | Scientific Studies of Reading | 1999 | 362 |
17 | Eye Movements as Reflections of Comprehension Processes in Reading | Scientific Studies of Reading | 2006 | 349 |
18 | Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development | Scientific Studies of Reading | 2007 | 347 |
19 | Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading | Scientific Studies of Reading | 2002 | 336 |
20 | Vocabulary Is Important for Some, but Not All Reading Skills | Scientific Studies of Reading | 2007 | 318 |
21 | See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders | Scientific Studies of Reading | 1999 | 310 |
22 | Gender, Context, and Reading: A Comparison of Students in 43 Countries | Scientific Studies of Reading | 2006 | 282 |
23 | Differences in Phonological Recoding in German- and English-Speaking Children | Scientific Studies of Reading | 1998 | 267 |
24 | Components in Early Second Language Reading and Spelling | Scientific Studies of Reading | 2000 | 258 |
25 | The Universal Grammar of Reading | Scientific Studies of Reading | 2003 | 243 |
26 | Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading | Scientific Studies of Reading | 2004 | 243 |
27 | Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition | Scientific Studies of Reading | 2009 | 241 |
28 | Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development? | Scientific Studies of Reading | 2004 | 232 |
29 | A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children | Scientific Studies of Reading | 2013 | 232 |
30 | Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) | Scientific Studies of Reading | 2017 | 232 |
31 | Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention | Scientific Studies of Reading | 2007 | 230 |
32 | Vocabulary Growth and Reading Development across the Elementary School Years | Scientific Studies of Reading | 2011 | 220 |
33 | A Study of Effective First-Grade Literacy Instruction | Scientific Studies of Reading | 2001 | 211 |
34 | Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children | Scientific Studies of Reading | 2006 | 211 |
35 | Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind | Scientific Studies of Reading | 1997 | 207 |
36 | Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit? | Scientific Studies of Reading | 1998 | 206 |
37 | The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten | Scientific Studies of Reading | 2009 | 197 |
38 | Life-Span Data on Continuous-Naming Speeds of Numbers, Letters, Colors, and Pictured Objects, and Word-Reading Speed | Scientific Studies of Reading | 2002 | 192 |
39 | The Role of Phonological Processing in Early Reading Ability: What We Can Learn From Chinese | Scientific Studies of Reading | 1998 | 189 |
40 | Lexical Processing of Morphologically Complex Words in the Elementary Years | Scientific Studies of Reading | 2003 | 189 |
41 | Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties | Scientific Studies of Reading | 1999 | 187 |
42 | Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth | Scientific Studies of Reading | 2009 | 186 |
43 | Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency | Scientific Studies of Reading | 2019 | 174 |
44 | Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition | Scientific Studies of Reading | 2008 | 168 |
45 | Morphology in Word Identification: A Word-Experience Model That Accounts for Morpheme Frequency Effects | Scientific Studies of Reading | 2003 | 165 |
46 | The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions | Scientific Studies of Reading | 2004 | 165 |
47 | Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York | Scientific Studies of Reading | 1998 | 164 |
48 | RAN Is Not a Measure of Orthographic Processing. Evidence From the Asymmetric German Orthography | Scientific Studies of Reading | 2009 | 162 |
49 | Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners | Scientific Studies of Reading | 2005 | 158 |
50 | The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding | Scientific Studies of Reading | 2014 | 158 |