Learning of a formation principle for the secondary phonemic function of a syllabic orthography von Fletcher-Flinn, Claire M., Thompson, G. Brian, Yamada, Megumi, Meissel, Kane

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Discovering and accounting for limitations in applications of theories of word reading acquisition von Thompson, G Brian

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The acquisition of phoneme awareness in children learning the hiragana syllabary von Fletcher-Flinn, Claire M., Thompson, G. Brian, Yamada, Megumi, Naka, Makiko

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Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching von Thompson, G Brian

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Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development von Thompson, G. Brian, Fletcher-Flinn, Claire M., Wilson, Kathryn J., McKay, Michael F., Margrain, Valerie G.

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Unrecognized cultural conventions for assessing word reading that affect research and practice von Fletcher-Flinn, Claire M., Thompson, G. Brian, Yamada, Megumi, Naka, Makiko

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The Effect of Phonics Instruction on the Reading Comprehension of Beginning Readers von Connelly, Vincent, Johnston, Rhona, Thompson, G. Brian

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The nature of skilled adult reading varies with type of instruction in childhood von Thompson, G. Brian, Connelly, Vincent, Fletcher-Flinn, Claire M., Hodson, Sheryl J.

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Are Nonword and Other Phonological Deficits Indicative of a Failed Reading Process? von Thompson, G. Brian, Johnston, Rhona S

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Reading vocabulary influences in phonological recoding during the development of reading skill: a re-examination of theory and practice von McKay, Michael F., Thompson, G. Brian

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A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading development von Fletcher-Flinn, Claire M, Thompson, G.Brian

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Visual and Orthographic Information in Learning to Read and the Influence of Phonics Instruction von Thompson, G. Brian, Johnston, Rhona S

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Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency von Thompson, G. Brian, McKay, Michael F., Fletcher-Flinn, Claire M., Connelly, Vincent, Kaa, Richard T., Ewing, Jason

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The functions of phonology in the acquisition of reading: lexical and sentence processing von Johnston, R S, Thompson, G B, Fletcher-Flinn, C M, Holligan, C

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Learning to read with underdeveloped phonemic awareness but lexicalized phonological recoding: a case study of a 3-year-old von Fletcher-Flinn, Claire M., Thompson, G.Brian

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Learning correspondences between letters and phonemes without explicit instruction von THOMPSON, G. BRIAN, FLETCHER-FLINN, CLAIRE M., COTTRELL, DAVID S.

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Sublexical Orthographic–Phonological Relations Early in the Acquisition of Reading: The Knowledge Sources Account von Thompson, G.Brian, Cottrell, David S., Fletcher-Flinn, Claire M.

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Is dependence on phonological information in children's reading a product of instructional approach? von Johnston, Rhona S., Thompson, G.Brian

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Three Studies of Predicted Gender Differences in Processes of Word Reading von Thompson, G. Brian

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A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading development von FLETCHER-FLINN, Claire M, THOMPSON, G. Brian

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