Linnea Carlson Ehri, Ph.D.
Affiliations: | 1970-1991 | Division of Education | University of California, Davis, Davis, CA |
| 1991- | Educational Psychology | City University of New York, New York, NY, United States |
Area:
Reading and spelling acquisition and disability, literacy, psycholinguistics, cognitive and language development.Google:
"Linnea Ehri"Mean distance: 23.95 (cluster 4)
Children
Sign in to add trainee| Renan de Almeida Sargiani | grad student | USP | |
| Alpana Bhattacharya | grad student | 2001 | CUNY |
| Diane L. Slonim | grad student | 2002 | CUNY |
| Alba B. Langenthal | grad student | 2004 | CUNY |
| Donna-Marie Wright | grad student | 2004 | CUNY |
| Julie Rosenthal | grad student | 2005 | CUNY |
| Esther Y. Scheiner | grad student | 2005 | CUNY |
| Marcy Zipke | grad student | 2007 | CUNY |
| Adina H. Shmidman | grad student | 2008 | CUNY |
| Alan Tener | grad student | 2008 | CUNY |
| Nancy E. Boyer | grad student | 2010 | CUNY |
| Catherine M. Constable | grad student | 2010 | CUNY |
| Astrid S. Rodriguez | grad student | 2010 | CUNY |
| Alicia J. Senia | grad student | 2010 | CUNY |
| Mark Lauterbach | grad student | 2011 | CUNY |
| Rachel J. Ebner | grad student | 2012 | CUNY |
| Simone R. Nunes de Carvalho | grad student | 2012 | CUNY |
| Constance Petropoulos | grad student | 2012 | CUNY |
| Molly W. Chilton | grad student | 2013 | CUNY |
| Katharine P. Miles | grad student | 2015 | CUNY |
BETA: Related publications
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Publications
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| Engel KS, Ehri LC. (2020) Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections. Journal of Autism and Developmental Disorders |
| Gonzalez-Frey SM, Ehri LC. (2020) Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words Scientific Studies of Reading. 1-14 |
| Hellmann E, Ehri LC. (2020) The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives Written Language and Literacy. 23: 29-59 |
| Chambrè SJ, Ehri LC, Ness M. (2020) Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders Reading and Writing. 33: 1133-1162 |
| Ehri LC. (2020) The Science of Learning to Read Words: A Case for Systematic Phonics Instruction Reading Research Quarterly. 55 |
| O’Leary R, Ehri LC. (2020) Orthography Facilitates Memory For Proper Names In Emergent Readers. Reading Research Quarterly. 55: 75-93 |
| Miles KP, McFadden KE, Ehri LC. (2019) Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners Reading and Writing. 32: 1681-1704 |
| Giusto M, Ehri LC. (2018) Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability. Journal of Learning Disabilities. 22219418789377 |
| Gray SH, Ehri LC, Locke JL. (2018) Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing. 31: 75-98 |
| Sargiani RDA, Ehri LC, Maluf MR. (2018) Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers Applied Psycholinguistics. 39: 1405-1437 |