| Year |
Citation |
Score |
| 2020 |
Engel KS, Ehri LC. Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections. Journal of Autism and Developmental Disorders. PMID 32651723 DOI: 10.1007/S10803-020-04596-Z |
0.494 |
|
| 2020 |
Gonzalez-Frey SM, Ehri LC. Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words Scientific Studies of Reading. 1-14. DOI: 10.1080/10888438.2020.1776290 |
0.43 |
|
| 2020 |
Hellmann E, Ehri LC. The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives Written Language and Literacy. 23: 29-59. DOI: 10.1075/Wll.00032.Hel |
0.501 |
|
| 2020 |
Chambrè SJ, Ehri LC, Ness M. Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders Reading and Writing. 33: 1133-1162. DOI: 10.1007/S11145-019-09997-W |
0.682 |
|
| 2020 |
Ehri LC. The Science of Learning to Read Words: A Case for Systematic Phonics Instruction Reading Research Quarterly. 55. DOI: 10.1002/Rrq.334 |
0.615 |
|
| 2020 |
O’Leary R, Ehri LC. Orthography Facilitates Memory For Proper Names In Emergent Readers. Reading Research Quarterly. 55: 75-93. DOI: 10.1002/Rrq.255 |
0.328 |
|
| 2019 |
Miles KP, McFadden KE, Ehri LC. Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners Reading and Writing. 32: 1681-1704. DOI: 10.1007/S11145-018-9919-5 |
0.66 |
|
| 2018 |
Giusto M, Ehri LC. Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability. Journal of Learning Disabilities. 22219418789377. PMID 30035685 DOI: 10.1177/0022219418789377 |
0.485 |
|
| 2018 |
Gray SH, Ehri LC, Locke JL. Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing. 31: 75-98. PMID 29367806 DOI: 10.1007/S11145-017-9774-9 |
0.651 |
|
| 2018 |
Sargiani RDA, Ehri LC, Maluf MR. Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers Applied Psycholinguistics. 39: 1405-1437. DOI: 10.1017/S0142716418000371 |
0.83 |
|
| 2018 |
Ehri LC, Flugman B. Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-Long Program for Kindergarten through 3rd Grade Teachers and Their Students. Reading and Writing. 31: 425-456. DOI: 10.1007/S11145-017-9792-7 |
0.464 |
|
| 2018 |
Puliatte A, Ehri LC. Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Reading and Writing. 31: 239-266. DOI: 10.1007/S11145-017-9783-8 |
0.478 |
|
| 2017 |
Craigo L, Ehri LC, Hart M. Teaching community college students strategies for learning unknown words as they read expository text Higher Learning Research Communications. 7: 43-64. DOI: 10.18870/Hlrc.V7I1.350 |
0.674 |
|
| 2017 |
Ocal T, Ehri L. Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary Journal of College Reading and Learning. 47: 58-74. DOI: 10.1080/10790195.2016.1219242 |
0.503 |
|
| 2017 |
Miles KP, Ehri LC. Learning to Read Words on Flashcards: Effects of Sentence Contexts and Word Class in Native and Nonnative English-Speaking Kindergartners Early Childhood Research Quarterly. 41: 103-113. DOI: 10.1016/J.Ecresq.2017.06.001 |
0.841 |
|
| 2017 |
Chambré SJ, Ehri LC, Ness M. Orthographic Facilitation of First Graders' Vocabulary Learning: Does Directing Attention to Print Enhance the Effect?. Reading and Writing. 30: 1137-1156. DOI: 10.1007/S11145-016-9715-Z |
0.634 |
|
| 2017 |
Ocal T, Ehri LC. Spelling pronunciations help college students remember how to spell difficult words Reading and Writing. 30: 947-967. DOI: 10.1007/S11145-016-9707-Z |
0.657 |
|
| 2016 |
Miles KP, Ehri LC, Lauterbach MD. Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students Journal of College Reading and Learning. 46: 99-112. DOI: 10.1080/10790195.2015.1125818 |
0.838 |
|
| 2016 |
Ebner RJ, Ehri LC. Teaching Students How to Self-Regulate Their Online Vocabulary Learning By Using a Structured Think-To-Yourself Procedure Journal of College Reading and Learning. 46: 62-73. DOI: 10.1080/10790195.2015.1075448 |
0.771 |
|
| 2016 |
Li H, Zhang J, Ehri L, Chen Y, Ruan X, Dong Q. The role of orthography in oral vocabulary learning in Chinese children Reading and Writing. 1-19. DOI: 10.1007/S11145-016-9641-0 |
0.588 |
|
| 2015 |
Chilton MW, Ehri LC. Vocabulary learning: Sentence contexts linked by events in scenarios facilitate third graders' memory for verb meanings Reading Research Quarterly. 50: 439-458. DOI: 10.1002/Rrq.106 |
0.838 |
|
| 2014 |
Ehri LC. Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning Scientific Studies of Reading. 18: 5-21. DOI: 10.1080/10888438.2013.819356 |
0.641 |
|
| 2013 |
Ebner RJ, Ehri LC. Vocabulary learning on the internet: Using a structured think-aloud procedure Journal of Adolescent and Adult Literacy. 56: 480-489. DOI: 10.1002/Jaal.169 |
0.759 |
|
| 2012 |
Ehri LC. Why is it important for children to begin learning to read in kindergarten? Contemporary Debates in Childhood Education and Development. 171-180. DOI: 10.4324/9780203115558 |
0.426 |
|
| 2011 |
Cardoso-Martins C, Mesquita TCL, Ehri L. Letter names and phonological awareness help children to learn letter-sound relations. Journal of Experimental Child Psychology. 109: 25-38. PMID 21316064 DOI: 10.1016/J.Jecp.2010.12.006 |
0.54 |
|
| 2011 |
Boyer N, Ehri LC. Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners Scientific Studies of Reading. 15: 440-470. DOI: 10.1080/10888438.2010.520778 |
0.796 |
|
| 2011 |
Rosenthal J, Ehri LC. Pronouncing new words aloud during the silent reading of text enhances fifth graders' memory for vocabulary words and their spellings Reading and Writing. 24: 921-950. DOI: 10.1007/S11145-010-9239-X |
0.654 |
|
| 2010 |
Shmidman A, Ehri L. Embedded Picture Mnemonics to Learn Letters Scientific Studies of Reading. 14: 159-182. DOI: 10.1080/10888430903117492 |
0.739 |
|
| 2009 |
Zipke M, Ehri LC, Cairns HS. Using semantic ambiguity instruction to improve third graders' metalinguistic awareness and reading comprehension: An experimental study Reading Research Quarterly. 44: 300-321. DOI: 10.1598/Rrq.44.3.4 |
0.763 |
|
| 2009 |
Levin I, Ehri LC. Young children's ability to read and spell their own and classmates' names: The role of letter knowledge Journal of Poverty. 13: 249-273. DOI: 10.1080/10888430902851422 |
0.491 |
|
| 2009 |
Ehri LC, Satlow E, Gaskins I. Grapho-phonemic enrichment strengthens keyword analogy instruction for struggling young readers Reading and Writing Quarterly. 25: 162-191. DOI: 10.1080/10573560802683549 |
0.519 |
|
| 2008 |
Rosenthal J, Ehri LC. The Mnemonic Value of Orthography for Vocabulary Learning Journal of Educational Psychology. 100: 175-191. DOI: 10.1037/0022-0663.100.1.175 |
0.665 |
|
| 2008 |
Ehri LC. Development of Sight Word Reading: Phases and Findings The Science of Reading: a Handbook. 135-154. DOI: 10.1002/9780470757642.ch8 |
0.351 |
|
| 2007 |
Ehri LC, Dreyer LG, Flugman B, Gross A. Reading Rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade American Educational Research Journal. 44: 414-448. DOI: 10.3102/0002831207302175 |
0.528 |
|
| 2007 |
Wright DM, Ehri LC. Beginners remember orthography when they learn to read words: The case of doubled letters Applied Psycholinguistics. 28: 115-133. DOI: 10.1017/S0142716406070068 |
0.655 |
|
| 2007 |
Ehri LC, Rosenthal J. Spellings of words: A neglected facilitator of vocabulary learning Journal of Literacy Research. 39: 389-409. DOI: 10.1007/978-1-4419-0834-6_10 |
0.785 |
|
| 2006 |
Fogel H, Ehri LC. Teaching African American english forms to standard American english-speaking teachers: Effects on acquisition, attitudes, and responses to student use Journal of Teacher Education. 57: 464-480. DOI: 10.1177/0022487106294088 |
0.481 |
|
| 2005 |
Ehri LC. Learning to read words: Theory, findings, and issues Scientific Studies of Reading. 9: 167-188. DOI: 10.1207/S1532799Xssr0902_4 |
0.648 |
|
| 2004 |
Bhattacharya A, Ehri LC. Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities. 37: 331-48. PMID 15493405 DOI: 10.1177/00222194040370040501 |
0.72 |
|
| 2003 |
Castiglioni-Spalten ML, Ehri LC. Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling Scientific Studies of Reading. 7: 25-52. DOI: 10.1207/S1532799Xssr0701_03 |
0.619 |
|
| 2002 |
Greenberg D, Ehri LC, Perin D. Do Adult Literacy Students Make the Same Word-Reading and Spelling Errors as Children Matched for Word-Reading Age? Scientific Studies of Reading. 6: 221-243. DOI: 10.1207/S1532799Xssr0603_2 |
0.542 |
|
| 2001 |
Ehri LC, Nunes SR, Stahl SA, Willows DM. Systematic phonics instruction helps students learn to read: Evidence from the national reading panel's meta-analysis Review of Educational Research. 71: 393-447. DOI: 10.3102/00346543071003393 |
0.61 |
|
| 2001 |
Ehri LC, Nunes SR, Willows DM, Schuster BV, Yaghoub-Zadeh Z, Shanahan T. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panels meta-analysis Reading Research Quarterly. 36: 250-283. DOI: 10.1598/Rrq.36.3.2 |
0.305 |
|
| 2001 |
Ehri L, Stahl SA. Beyond the Smoke and Mirrors: Putting Out the Fire: Phi Delta Kappan. 83: 17-20. DOI: 10.1177/003172170108300108 |
0.539 |
|
| 2000 |
Fogel H, Ehri LC. Teaching Elementary Students Who Speak Black English Vernacular to Write in Standard English: Effects of Dialect Transformation Practice. Contemporary Educational Psychology. 25: 212-235. PMID 10753547 DOI: 10.1006/Ceps.1999.1002 |
0.499 |
|
| 2000 |
Ehri LC. Learning to read and learning to spell: Two sides of a coin Topics in Language Disorders. 20: 19-36. DOI: 10.1097/00011363-200020030-00005 |
0.641 |
|
| 1999 |
Ehri LC, Soffer AG. Graphophonemic Awareness: Development in Elementary Students Scientific Studies of Reading. 3: 1-30. DOI: 10.1207/S1532799Xssr0301_1 |
0.522 |
|
| 1999 |
Uhry JK, Ehri LC. Ease of segmenting two- or three-phoneme words in kindergarten: Rime cohesion and vowel salience? Journal of Educational Psychology. 91: 594-603. DOI: 10.1037//0022-0663.91.4.594 |
0.555 |
|
| 1999 |
Uhry JK, Ehri LC. Ease of Segmenting Two- and Three-Phoneme Words in Kindergarten: Rime Cohesion or Vowel Salience? Journal of Educational Psychology. 91: 594-603. |
0.378 |
|
| 1998 |
Scarborough HS, Ehri LC, Olson RK, Fowler AE. The Fate of Phonemic Awareness Beyond the Elementary School Years Scientific Studies of Reading. 2: 115-142. DOI: 10.1207/S1532799Xssr0202_2 |
0.433 |
|
| 1998 |
Ehri LC. Research on Learning to Read and Spell: A Personal-Historical Perspective Scientific Studies of Reading. 2: 97-114. DOI: 10.1207/S1532799Xssr0202_1 |
0.555 |
|
| 1998 |
Ehri LC, McCormick S. Phases Of Word Learning: Implications For Instruction With Delayed And Disabled Readers Reading & Writing Quarterly. 14: 135-163. DOI: 10.1080/1057356980140202 |
0.635 |
|
| 1997 |
Greenberg D, Ehri LC, Perin D. Are Word-Reading Processes the Same or Different in Adult Literacy Students and Third-Fifth Graders Matched for Reading Level? Journal of Educational Psychology. 89: 262-275. DOI: 10.1037/0022-0663.89.2.262 |
0.549 |
|
| 1996 |
Gaskins IW, Ehri LC, Cress C, O'Hara C, Donnelly K. Procedures for word learning: Making discoveries about words Reading Teacher. 50: 312-327. |
0.555 |
|
| 1995 |
Ehri LC. Phases of development in learning to read words by sight Journal of Research in Reading. 18: 116-125. DOI: 10.1111/J.1467-9817.1995.Tb00077.X |
0.597 |
|
| 1995 |
Ehri LC, Saltmarsh J. Beginning readers outperform older disabled readers in learning to read words by sight Reading and Writing. 7: 295-326. DOI: 10.1007/Bf03162082 |
0.627 |
|
| 1994 |
Robbins C, Ehri LC. Reading Storybooks to Kindergartners Helps Them Learn New Vocabulary Words Journal of Educational Psychology. 86: 54-64. DOI: 10.1037/0022-0663.86.1.54 |
0.617 |
|
| 1992 |
Ehri LC, Robbins C. Beginners need some decoding skill to read words by analogy. Reading Research Quarterly. 27: 12-26. DOI: 10.2307/747831 |
0.553 |
|
| 1991 |
Ehri LC, Sweet J. Fingerpoint-Reading of Memorized Text: What Enables Beginners to Process the Print?. Reading Research Quarterly. 26: 442. DOI: 10.2307/747897 |
0.64 |
|
| 1990 |
Scott JA, Ehri LC. Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes Journal of Literacy Research. 22: 149-166. DOI: 10.1080/10862969009547701 |
0.575 |
|
| 1989 |
Ehri LC. The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities. 22: 356-65. PMID 2738469 |
0.35 |
|
| 1988 |
Ehri LC, Gibbs AL, Lee Underwood T. Influence of errors on learning the spellings of English words Contemporary Educational Psychology. 13: 236-253. DOI: 10.1016/0361-476X(88)90024-0 |
0.632 |
|
| 1987 |
Ehri LC, Wilce LS. Does learning to spell help beginners learn to read words Reading Research Quarterly. 22: 47-65. DOI: 10.2307/747720 |
0.697 |
|
| 1987 |
Ehri LC. Learning to Read and Spell Words Journal of Literacy Research. 19: 5-31. DOI: 10.1080/10862968709547585 |
0.654 |
|
| 1987 |
Ehri LC, Wilce LS. Cipher Versus Cue Reading: An Experiment in Decoding Acquisition Journal of Educational Psychology. 79: 3-13. DOI: 10.1037//0022-0663.79.1.3 |
0.363 |
|
| 1985 |
Ehri LC, Wilce LS. Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?. Reading Research Quarterly. 20: 163. DOI: 10.2307/747753 |
0.616 |
|
| 1984 |
Masonheimer PE, Drum PA, Ehri LC. Does Environmental Print Identification Lead Children Into Word Reading Journal of Literacy Research. 16: 257-271. DOI: 10.1080/10862968409547520 |
0.465 |
|
| 1984 |
Ehri LC, Deffner ND, Wilce LS. Pictorial mnemonics for phonics Journal of Educational Psychology. 76: 880-893. DOI: 10.1037/0022-0663.76.5.880 |
0.363 |
|
| 1983 |
Ehri LC, Wilce LS. Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology. 75: 3-18. PMID 6833620 DOI: 10.1037/0022-0663.75.1.3 |
0.512 |
|
| 1983 |
Hohn WE, Ehri LC. Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology. 75: 752-762. DOI: 10.1037/0022-0663.75.5.752 |
0.388 |
|
| 1983 |
Roberts KT, Ehri LC. Effects of two types of letter rehearsal on word memory in skilled and less skilled beginning readers Contemporary Educational Psychology. 8: 375-390. DOI: 10.1016/0361-476X(83)90024-3 |
0.633 |
|
| 1982 |
Ehri LC, Wilce LS. The salience of silent letters in children's memory for word spellings. Memory & Cognition. 10: 155-66. PMID 7087779 DOI: 10.3758/Bf03209217 |
0.552 |
|
| 1980 |
Ehri LC, Ryan EB. Performance of bilinguals in a picture-word interference task. Journal of Psycholinguistic Research. 9: 285-302. PMID 7391998 DOI: 10.1007/Bf01067243 |
0.547 |
|
| 1980 |
Schaffer TM, Ehri LC. Seriators' and nonseriators' comprehension of comparative adjective forms. Journal of Psycholinguistic Research. 9: 187-204. PMID 7391994 DOI: 10.1007/Bf01067470 |
0.3 |
|
| 1980 |
Ehri LC, Wilce LS. Do Beginners Learn to Read Function Words Better in Sentences or in Lists Reading Research Quarterly. 15: 451. DOI: 10.2307/747274 |
0.665 |
|
| 1980 |
Ehri LC, Wilce LS. The influence of orthography on readers' conceptualization of the phonemic structure of words Applied Psycholinguistics. 1: 371-385. DOI: 10.1017/S0142716400009802 |
0.489 |
|
| 1980 |
Ehri LC, Galanis AH. Teaching children to comprehend propositions conjoined by “before” and “after” Journal of Experimental Child Psychology. 30: 308-324. DOI: 10.1016/0022-0965(80)90065-X |
0.38 |
|
| 1979 |
Ehri LC, Roberts KT. Do beginners learn printed words better in contexts or in isolation Child Development. 50: 675-685. DOI: 10.2307/1128932 |
0.674 |
|
| 1979 |
Ehri LC, Wilce LS. Does word training increase or decrease interference in a stroop task? Journal of Experimental Child Psychology. 27: 352-364. DOI: 10.1016/0022-0965(79)90055-9 |
0.538 |
|
| 1977 |
Ehri LC. Do Adjectives and Functors Interfere as Much as Nouns in Naming Pictures Child Development. 48: 697-701. DOI: 10.1111/J.1467-8624.1977.Tb01222.X |
0.486 |
|
| 1976 |
Ehri LC. Do Words Really Interfere in Naming Pictures Child Development. 47: 502. DOI: 10.2307/1128808 |
0.499 |
|
| 1976 |
Ehri LC. Word learning in beginning readers and prereaders: Effects of form class and defining contexts Journal of Educational Psychology. 68: 832-842. DOI: 10.1037//0022-0663.68.6.832 |
0.614 |
|
| 1976 |
Ehri LC. Comprehension and production of adjectives and seriation Journal of Child Language. 3: 369-384. DOI: 10.1017/S0305000900007248 |
0.403 |
|
| 1976 |
Lefever MM, Ehri LC. The relationship between field independence and sentence disambiguation ability Journal of Psycholinguistic Research. 5: 99-106. DOI: 10.1007/Bf01067251 |
0.376 |
|
| 1975 |
Ehri LC. Word consciousness in readers and prereaders Journal of Educational Psychology. 67: 204-212. DOI: 10.1037/H0076942 |
0.542 |
|
| 1974 |
Ehri LC, Ammon PR. Children's Comprehension of Comparative Sentence Transformations. Child Development. 45: 512-516. DOI: 10.1111/J.1467-8624.1974.Tb00628.X |
0.329 |
|
| 1974 |
Ehri LC, Muzio IM. The influence of verb meanings on memory for adjectives J.Verb.Learn.Verb.Behav.. 13: 265-271. DOI: 10.1016/S0022-5371(74)80063-0 |
0.44 |
|
| 1974 |
Ehri LC. Deep and surface structure in children's sentence learning Journal of Experimental Child Psychology. 17: 18-36. DOI: 10.1016/0022-0965(74)90003-4 |
0.538 |
|
| 1972 |
Ehri LC, Richardson D. Antonym adjective contexts and the facilitation of noun-pair learning in children Journal of Verbal Learning and Verbal Behavior. 11: 387-397. DOI: 10.1016/S0022-5371(72)80102-6 |
0.54 |
|
| 1972 |
Ehri LC. Sentence contexts as facilitators of noun pair learning in children Journal of Experimental Child Psychology. 14: 242-256. DOI: 10.1016/0022-0965(72)90047-1 |
0.589 |
|
| 1969 |
Ehri LC, Rohwer WD. Verb facilitation of paired-associate learning as a function of syntactic and semantic relations Journal of Verbal Learning and Verbal Behavior. 8: 773-781. |
0.456 |
|
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