| Early reading acquisition and its relation to reading experience and ability 10 years later. AE Cunningham, KE Stanovich Developmental psychology 33 (6), 934, 1997 | 2875 | 1997 |
| What reading does for the mind AE Cunningham, KE Stanovich Abstracts of scientific articles 4389, 128.0, 1998 | 1964 | 1998 |
| Assessing phonological awareness in kindergarten children: Issues of task comparability KE Stanovich, AE Cunningham, BB Cramer Journal of experimental child psychology 38 (2), 175-190, 1984 | 1535 | 1984 |
| Explicit versus implicit instruction in phonemic awareness AE Cunningham Journal of experimental child psychology 50 (3), 429-444, 1990 | 1080 | 1990 |
| Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. AE Cunningham, KE Stanovich Journal of educational psychology 83 (2), 264, 1991 | 968 | 1991 |
| Intelligence, cognitive skills, and early reading progress KE Stanovich, AE Cunningham, DJ Feeman Reading research quarterly, 278-303, 1984 | 833 | 1984 |
| Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy AE Cunningham, KE Perry, KE Stanovich, PJ Stanovich Annals of dyslexia 54, 139-167, 2004 | 694 | 2004 |
| Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. AE Cunningham, KE Stanovich Journal of Educational Psychology 82 (4), 733, 1990 | 687 | 1990 |
| Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure KE Stanovich, AE Cunningham Memory & Cognition 20, 51-68, 1992 | 661 | 1992 |
| Where does knowledge come from? Specific associations between print exposure and information acquisition. KE Stanovich, AE Cunningham Journal of educational psychology 85 (2), 211, 1993 | 585 | 1993 |
| Orthographic learning during reading: Examining the role of self-teaching AE Cunningham, KE Perry, KE Stanovich, DL Share Journal of experimental child psychology 82 (3), 185-199, 2002 | 401 | 2002 |
| Converging evidence for the concept of orthographic processing AE Cunningham, KE Perry, KE Stanovich Reading and writing 14, 549-568, 2001 | 400 | 2001 |
| Starting small: Building preschool teacher knowledge that supports early literacy development AE Cunningham, J Zibulsky, MD Callahan Reading and writing 22, 487-510, 2009 | 330 | 2009 |
| Vocabulary growth through independent reading and reading aloud to children AE Cunningham Teaching and learning vocabulary: Bringing research to practice 3, 45-68, 2005 | 301 | 2005 |
| Accounting for children’s orthographic learning while reading text: Do children self-teach? AE Cunningham Journal of Experimental Child Psychology 95 (1), 56-77, 2006 | 290 | 2006 |
| Reading teachers’ knowledge of children’s literature and English phonology D McCutchen, DR Harry, S Cox, S Sidman, AE Covill, AE Cunningham Annals of Dyslexia 52, 205-228, 2002 | 267 | 2002 |
| Children's literacy environments and early word recognition subskills AE Cunningham, KE Stanovich Reading and Writing 5, 193-204, 1993 | 234 | 1993 |
| Cognitive variation in adult college students differing in reading ability. AE Cunningham, KE Stanovich, MR Wilson Academic Press, 1990 | 233 | 1990 |
| The impact of print exposure on word recognition AE Cunningham, KE Stanovich Word recognition in beginning literacy, 235-262, 1998 | 220 | 1998 |
| Early spelling acquisition: Writing beats the computer. AE Cunningham, KE Stanovich Journal of Educational Psychology 82 (1), 159, 1990 | 214 | 1990 |
Keith E. StanovichApplied Psychology, University of Toronto在 utoronto.ca 的电子邮件经过验证
