World's Best Scientists 2026 revealed!

Overview

Isabelle Y. Liberman was affiliated with the University of Connecticut in the United States during their academic career. The scientist focused on fields related to education and psychology with an emphasis on reading and language processing.

Their work contributed to understanding cognitive aspects associated with acquiring language and literacy skills.

Isabelle Y. Liberman was not listed with recent papers, frequent co-authors, frequent publication venues, book publications, main fields of study, subfields, or detailed topic counts in the available data.

Best Publications

  • Explicit Syllable and Phoneme Segmentation in the Young Child

    Isabelle Y Liberman;Donald Shankweiler;F.William Fischer;Bonnie Carter

  • Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.

    Jack M. Fletcher;Sally E. Shaywitz;Donald P. Shankweiler;Leonard Katz

  • Phonological Awareness and Verbal Short-Term Memory

    Virginia A. Mann;Isabelle Y. Liberman

  • Phonology and the Problems of Learning to Read and Write

    Isabelle Y. Liberman;Donald Shankweiler

  • Awareness of Phonological Segments and Reading Ability in Italian Children

    Giuseppe Cossu;Donald Shankweiler;Isabelle Y. Liberman;Leonard Katz

  • 1. Segmentation of the spoken word and reading acquisition

    Isabelle Y. Liberman

  • The role of phonology and orthography in morphological awareness.

    Anne E. Fowler;Isabelle Y. Liberman

  • The alphabetic principle and learning to read.

    Isabelle Y. Liberman;Donald Shankweiler;Alvin M. Liberman

  • Children's memory for sentences and word strings in relation to reading ability.

    Virginia A. Mann;Isabelle Y. Liberman;Donald Shankweiler

  • Whole Language vs. Code Emphasis: Underlying assumptions and their implications for reading instruction.

    I. Y. Liberman;A. M. Liberman

  • Phonology and reading disability : solving the reading puzzle

    Donald Shankweiler;Isabelle Y. Liberman

  • Misreading: A search for causes.

    Donald Shankweiler;Isabelle Y. Liberman

  • Children's Memory for Recurring Linguistic and Nonlinguistic Material in Relation to Reading Ability

    Isabelle Y. Liberman;Virginia A. Mann;Donald Shankweiler;Michele Werfelman

  • Speech, the Alphabet, and Teaching to Read.

    Isabelle Y. Liberman;Donald Shankweiler

  • Spelling Proficiency and Sensitivity to Word Structure.

    F William Fischer;F William Fischer;Donald Shankweiler;Donald Shankweiler;Isabelle Y Liberman;Isabelle Y Liberman

  • Letter confusions and reversals of sequence in the beginning reader: implications for Orton's theory of developmental dyslexia.

    Isabelle Y. Liberman;Donald Shankweiler;Charles Orlando;Katherine S. Harris

  • Syntactic competence and reading ability in children

    Shlomo Bentin;Avital Deutsch;Isabelle Y Liberman

  • Memory for Item Order and Phonetic Recoding in the Beginning Reader.

    Robert B Katz;Robert B Katz;Donald Shankweiler;Donald Shankweiler;Isabelle Y Liberman;Isabelle Y Liberman

  • Phonological awareness in illterates: Observations from Serbo-Croatian

    Katerina Lukatela;Claudia Carello;Donald Shankweiler;Isabelle Y. Liberman

  • Basic research in speech and lateralization of language: Some implications for reading disability

    Isabelle Y. Liberman

Frequent Co-Authors

Donald Shankweiler
Donald Shankweiler University of Connecticut
Leonard Katz
Leonard Katz Haskins Laboratories
Virginia A. Mann
Virginia A. Mann University of California, Irvine
David J. Francis
David J. Francis University of Houston
Carol A. Fowler
Carol A. Fowler University of Connecticut
Sally E. Shaywitz
Sally E. Shaywitz Yale University
Karla K. Stuebing
Karla K. Stuebing University of Houston
Shlomo Bentin
Shlomo Bentin Hebrew University of Jerusalem
Claudia Carello
Claudia Carello University of Connecticut

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