Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later von Cunningham, Anne E, Stanovich, Keith E

Volltext

Accounting for children’s orthographic learning while reading text: Do children self-teach? von Cunningham, Anne E.

Volltext

Preschool children’s early writing: repeated measures reveal growing but variable trajectories von Campbell, Kelly, Chen, Yi-Jui, Shenoy, Sunaina, Cunningham, Anne E.

Volltext

Professional development in emergent literacy: A design experiment of Teacher Study Groups von Cunningham, Anne E., Etter, Kelly, Platas, Linda, Wheeler, Sarah, Campbell, Kelly

Volltext

Starting small: Building preschool teacher knowledge that supports early literacy development von Cunningham, Anne E., Zibulsky, Jamie, Callahan, Mia D.

Volltext

Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading von Requa, Mary Kathryn, Chen, Yi-Jui Iva, Irey, Robin, Cunningham, Anne E.

Volltext

The Effect of Orthographic Neighbors on Second‐Grade Students’ Spelling Acquisition von Chen, Yi‐Jui Iva, Cunningham, Anne E., Rabe‐Hesketh, Sophia, Hinshaw, Stephen P., Irey, Robin C.

Volltext

How Teachers Would Spend Their Time Teaching Language Arts: The Mismatch Between Self-Reported and Best Practices von Cunningham, Anne E., Zibulsky, Jamie, Stanovich, Keith E., Stanovich, Paula J.

Volltext

Disciplinary Knowledge of K-3 Teachers and their Knowledge Calibration in the Domain of Early Literacy von Cunningham, Anne E., Perry, Kathryn E., Stanovich, Keith E., Stanovich, Paula J.

Volltext

Studying the consequences of literacy within a literate society : the cognitive correlates of print exposure von STANOVICH, K. E, CUNNINGHAM, A. E

Volltext

Orthographic learning during reading: examining the role of self-teaching von Cunningham, Anne E., Perry, Kathryn E., Stanovich, Keith E., Share, David L.

Volltext

Converging Evidence for the Concept of Orthographic Processing von Cunningham, Anne E, Perry, Kathryn E, Stanovich, Keith E

Volltext

Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading von Malatesha Joshi, R., Binks, Emily, Hougen, Martha, Dahlgren, Mary E., Ocker-Dean, Emily, Smith, Dennie L.

Volltext

Tracking the Unique Effects of Print Exposure in Children: Associations With Vocabulary, General Knowledge, and Spelling von Cunningham, Anne E, Stanovich, Keith E

Volltext

Where Does Knowledge Come From?: Specific Associations Between Print Exposure and Information Acquisition von Stanovich, Keith E, Cunningham, Anne E

Volltext

Assessing phonological awareness in kindergarten children: Issues of task comparability von Stanovich, Keith E, Cunningham, Anne E, Cramer, Barbara B

Volltext

Early Spelling Acquisition: Writing Beats the Computer von Cunningham, Anne E, Stanovich, Keith E

Volltext

Professional Development in Scientifically Based Reading Instruction: Teacher Knowledge and Reading Outcomes von Podhajski, Blanche, Mather, Nancy, Nathan, Jane, Sammons, Janice

Volltext

Assessing Print Exposure and Orthographic Processing Skill in Children: A Quick Measure of Reading Experience von Cunningham, Anne E, Stanovich, Keith E

Volltext

Reading Teachers' Knowledge of Children's Literature and English Phonology von McCutchen, Deborah, Harry, Dawn R., Cunningham, Anne E., Cox, Susanne, Sidman, Susan, Covill, Amy E.

Volltext