Her primary areas of investigation include Developmental psychology, Literacy, Cognition, Anxiety and Phonological awareness. Her Developmental psychology study integrates concerns from other disciplines, such as Psychological intervention, Intervention and Reading. Her study in the field of Emergent literacy also crosses realms of Socioeconomic status.
Her Cognition research is multidisciplinary, incorporating perspectives in Vocabulary and Phonology. Her research in Anxiety intersects with topics in Temperament, Affect and Clinical psychology. The various areas that Beth M. Phillips examines in her Temperament study include Negative affectivity, Anxiety disorder and Psychopathology.
Her main research concerns Developmental psychology, Literacy, Reading, Cognition and Phonological awareness. In general Developmental psychology, her work in Early childhood is often linked to Socioeconomic status linking many areas of study. Her Literacy study combines topics in areas such as Psychological intervention, At-risk students and Curriculum.
Her research in Cognition intersects with topics in Cognitive psychology and Phonology. Her Phonological awareness research includes elements of Response to intervention, Learning disability and Intelligence quotient. Her work in Emergent literacy covers topics such as Preschool education which are related to areas like Social psychology.
The scientist’s investigation covers issues in Developmental psychology, Literacy, Reading, At-risk students and Vocabulary. Her Developmental psychology research incorporates elements of Teaching method and Cognition. The concepts of her Literacy study are interwoven with issues in Reading skills, Writing development, Spelling and Writing skills.
Her research integrates issues of Academic skills and Academic achievement in her study of Reading. Beth M. Phillips has researched At-risk students in several fields, including Phonics, Phonological awareness and Phonemic awareness. Her Vocabulary research focuses on Mathematics education and how it connects with Curriculum and Professional development.
Her primary areas of investigation include Developmental psychology, Literacy, Phonological awareness, Cognition and Teaching method. Her Developmental psychology study integrates concerns from other disciplines, such as Externalization and Clinical psychology. Her Literacy research includes themes of At-risk students, Basic skills, Intelligence quotient and Child development.
Her Cognition research integrates issues from Cognitive psychology and Reading. Beth M. Phillips has included themes like Test validity, Reliability, Psychometrics and Applied psychology in her Teaching method study. Her Self-control research is multidisciplinary, incorporating elements of Language proficiency, Vocabulary and Achievement test.
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Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations
Jason L. Anthony;Christopher J. Lonigan;Kimberly Driscoll;Beth M. Phillips.
Reading Research Quarterly (2003)
Temperament, Anxiety, and the Processing of Threat-Relevant Stimuli
Christopher J. Lonigan;Michael W. Vasey;Beth M. Phillips;Rebecca A. Hazen.
Journal of Clinical Child and Adolescent Psychology (2004)
Successful phonological awareness instruction with preschool children: Lessons from the classroom.
Beth M. Phillips;Jeanine Clancy-Menchetti;Christopher J. Lonigan.
Topics in Early Childhood Special Education (2008)
Relations of positive and negative affectivity to anxiety and depression in children: Evidence from a latent variable longitudinal study.
Christopher J. Lonigan;Beth M. Phillips;Eric S. Hooe.
Journal of Consulting and Clinical Psychology (2003)
Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes☆
Jason L. Anthony;Christopher J. Lonigan;Stephen R. Burgess;Kimberly Driscoll.
Journal of Experimental Child Psychology (2002)
Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds:
Christopher J. Lonigan;Brenlee G. Bloomfield;Jason L. Anthony;Kimberly D. Bacon.
Topics in Early Childhood Special Education (1999)
Temperamental influences on the development of anxiety disorders.
Christopher J. Lonigan;Beth M. Phillips.
Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach
Beth M. Phillips;Christopher J. Lonigan.
Scientific Studies of Reading (2009)
Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models
Christopher J. Lonigan;JoAnn M. Farver;Beth M. Phillips;Jeanine Clancy-Menchetti.
Reading and Writing (2011)
The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge
Christopher J. Lonigan;Jason L. Anthony;Beth M. Phillips;David J. Purpura.
Journal of Educational Psychology (2009)
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