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Psychology

D-Index
61
Citations
22579
World Ranking
3313
National Ranking
1866

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association
  • 1995 - Fellow of the American Psychological Association (APA)

Overview

Linnea C. Ehri is affiliated with the City University of New York in the United States. Their research contributions primarily span the fields of psychology and social sciences, with a focus on developmental and educational psychology, education, and cognitive neuroscience.

The main topics explored in their work include:

  • Reading and Literacy Development
  • Writing and Handwriting Education
  • Language Development and Disorders
  • Hearing Impairment and Communication
  • Second Language Acquisition and Learning
  • Disability Education and Employment
  • Autism Spectrum Disorder Research

Linnea C. Ehri has published several papers in well-known academic journals. Notable recent publications include:

  • The Science of Learning to Read Words: A Case for Systematic Phonics Instruction, 2020, Reading Research Quarterly
  • What Teachers Need to Know and Do to Teach Letter-Sounds, Phonemic Awareness, Word Reading, and Phonics, 2022, The Reading Teacher
  • Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words, 2020, Scientific Studies of Reading
  • Teaching Beginners to Decode Consonant-Vowel Syllables Using Grapheme-Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole-Syllable Decoding, 2021, Reading Research Quarterly
  • Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections, 2020, Journal of Autism and Developmental Disorders

The venues where Linnea C. Ehri most frequently publishes are:

  • Reading Research Quarterly
  • The Reading Teacher
  • Scientific Studies of Reading
  • Journal of Research in Reading
  • Australian Journal of Learning Difficulties

Frequent collaborators of Linnea C. Ehri include:

  • Selenid Gonzalez-Frey
  • Renan de Almeida Sargiani
  • María Regina Maluf
  • Katharine Pace Miles
  • Karen E. McFadden

The scientist has been recognized with professional fellowships, including:

  • Fellow of the American Educational Research Association, 2008
  • Fellow of the American Psychological Association (APA), 1995

Best Publications

  • Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis

    Linnea C. Ehri;Simone R. Nunes;Dale M. Willows;Barbara Valeska Schuster

  • Learning to Read Words: Theory, Findings, and Issues

    Linnea C. Ehri

  • Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis

    Linnea C. Ehri;Simone R. Nunes;Steven A. Stahl;Dale M. Willows

  • Development of the Ability to Read Words

    Linnea C. Ehri

  • Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding

    Linnea C. Ehri

  • Phases of development in learning to read words by sight

    Linnea C. Ehri

  • Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

    Linnea C. Ehri

  • Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English

    Linnea C. Ehri

  • Learning To Read and Learning To Spell: Two Sides of a Coin.

    Linnea C. Ehri

  • Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?.

    Linnea C. Ehri;Lee S. Wilce

  • Reading storybooks to kindergartners helps them learn new vocabulary words.

    Claudia Robbins;Linnea C. Ehri

  • Word Recognition in Beginning Literacy

    Jamie L. Metsala;Linnea C. Ehri

  • Development of Sight Word Reading: Phases and Findings.

    Linnea C. Ehri

  • Learning to Read and Spell Words

    Linnea C. Ehri

  • The influence of orthography on readers' conceptualization of the phonemic structure of words

    Linnea C. Ehri;Lee S. Wilce

  • Learning to read and learning to spell are one and the same, almost.

    Linnea C. Ehri

  • PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS

    Linnea C. Ehri;Sandra McCormick

  • Does learning to spell help beginners learn to read words

    Linnea C. Ehri;Lee S. Wilce

  • Beginners need some decoding skill to read words by analogy.

    Linnea C. Ehri;Claudia Robbins

  • Are word-reading processes the same or different in adult literacy students and third–fifth graders matched for reading level?

    Daphne Greenberg;Linnea C. Ehri;Dolores Perin

Frequent Co-Authors

Iris Levin
Iris Levin Tel Aviv University
Richard K. Olson
Richard K. Olson University of Colorado Boulder
Ellen Bouchard Ryan
Ellen Bouchard Ryan McMaster University
Hollis S. Scarborough
Hollis S. Scarborough Haskins Laboratories

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