| Year |
Citation |
Score |
| 2014 |
Blachman BA, Schatschneider C, Fletcher JM, Murray MS, Munger KA, Vaughn MG. Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later? Journal of Educational Psychology. 106: 46-57. PMID 24578581 DOI: 10.1037/A0033663 |
0.57 |
|
| 2013 |
Munger KA, Blachman BA. Taking a "simple view" of the dynamic indicators of basic early literacy skills as a predictor of multiple measures of third-grade reading comprehension Psychology in the Schools. 50: 722-737. DOI: 10.1002/Pits.21699 |
0.566 |
|
| 2009 |
Blachman BA, Tangel DM. Road to Reading: A Program for Preventing and Remediating Reading Difficulties. Education Review. DOI: 10.14507/Er.V0.1121 |
0.396 |
|
| 2004 |
Shaywitz BA, Shaywitz SE, Blachman BA, Pugh KR, Fulbright RK, Skudlarski P, Mencl WE, Constable RT, Holahan JM, Marchione KE, Fletcher JM, Lyon GR, Gore JC. Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention. Biological Psychiatry. 55: 926-33. PMID 15110736 DOI: 10.1016/J.Biopsych.2003.12.019 |
0.485 |
|
| 2004 |
Blachman BA, Schatschneider C, Fletcher JM, Francis DJ, Clonan SM, Shaywitz BA, Shaywitz SE. Effects of intensive reading remediation for second and third graders and a 1-year foliow-up Journal of Educational Psychology. 96: 444-461. DOI: 10.1037/0022-0663.96.3.444 |
0.538 |
|
| 1999 |
Blachman BA, Tangel DM, Ball EW, Black R, McGraw CK. Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children Reading and Writing. 11: 239-273. DOI: 10.1023/A:1008050403932 |
0.498 |
|
| 1995 |
Tangel DM, Blachman BA. Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A One-Year Follow-Up. Journal of Literacy Research. 27: 153-185. DOI: 10.1080/10862969509547876 |
0.406 |
|
| 1994 |
Blachman BA. What We Have Learned From Longitudinal Studies of Phonological Processing and Reading, and Some Unanswered Questions A Response to Torgesen, Wagner, and Rashotte Journal of Learning Disabilities. 27: 287-291. DOI: 10.1177/002221949402700504 |
0.326 |
|
| 1994 |
Blachman BA, Ball EW, Black RS, Tangel DM. Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms Reading and Writing. 6: 1-18. DOI: 10.1007/Bf01027275 |
0.51 |
|
| 1992 |
Tangel DM, Blachman BA. Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling: Journal of Literacy Research. 24: 233-261. DOI: 10.1080/10862969209547774 |
0.455 |
|
| 1991 |
Ball EW, Blachman BA. Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling Reading Research Quarterly. 26: 49-66. DOI: 10.1598/Rrq.26.1.3 |
0.418 |
|
| 1988 |
Ball EW, Blachman BA. Phoneme segmentation training: Effect on reading readiness Annals of Dyslexia. 38: 208-225. PMID 24235042 DOI: 10.1007/Bf02648257 |
0.468 |
|
| 1984 |
Blachman BA. Relationship of Rapid Naming Ability and Language Analysis Skills to Kindergarten and First-Grade Reading Achievement. Journal of Educational Psychology. 76: 610-622. DOI: 10.1037/0022-0663.76.4.610 |
0.483 |
|
| 1983 |
Sparrow SS, Blachman BA, Chauncey S. Diagnostic and prescriptive intervention in primary school education. The American Journal of Orthopsychiatry. 53: 721-9. PMID 6638162 DOI: 10.1111/J.1939-0025.1983.Tb03414.X |
0.395 |
|
| 1983 |
Blachman BA. Are we assessing the linguistic factors critical in early reading Annals of Dyslexia. 33: 91-109. DOI: 10.1007/Bf02647998 |
0.468 |
|
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