Penelope Collins
Penelope Collins
Professor of Education, University of California, Irvine
Verified email at - Homepage
Cited by
Cited by
Working memory, inhibitory control, and reading disability
P Chiappe, LS Siegel, L Hasher
Memory & cognition 28, 8-17, 2000
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.
R Gersten, SK Baker, T Shanahan, S Linan-Thompson, P Collins, ...
What Works Clearinghouse, 2007
Linguistic diversity and the development of reading skills: A longitudinal study
P Chiappe, LS Siegel, L Wade-Woolley
Scientific Studies of Reading 6 (4), 369-400, 2002
Phonological awareness and reading acquisition in English-and Punjabi-speaking Canadian children.
P Chiappe, LS Siegel
Journal of Educational Psychology 91 (1), 20, 1999
Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students
D Townsend, A Filippini, P Collins, G Biancarosa
The Elementary School Journal 112 (3), 497-518, 2012
The role of working memory in metaphor production and comprehension
DL Chiappe, P Chiappe
Journal of memory and language 56 (2), 172-188, 2007
Reading-related skills of kindergartners from diverse linguistic backgrounds
P Chiappe, LS Siegel, A Gottardo
Applied Psycholinguistics 23 (1), 95-116, 2002
Academic vocabulary and middle school English learners: An intervention study
D Townsend, P Collins
Reading and Writing 22, 993-1019, 2009
Why the timing deficit hypothesis does not explain reading disability in adults
P Chiappe, R Stringer, LS Siegel, KE Stanovich
Reading and Writing 15, 73-107, 2002
Speech perception, lexicality, and reading skill
P Chiappe, DL Chiappe, LS Siegel
Journal of Experimental Child Psychology 80 (1), 58-74, 2001
Aptness is more important than comprehensibility in preference for metaphors and similes
DL Chiappe, JM Kennedy, P Chiappe
Poetics 31 (1), 51-68, 2003
Speech perception, vocabulary, and the development of reading skills in english among Korean-and English-speaking children.
P Chiappe, B Glaeser, D Ferko
Journal of Educational Psychology 99 (1), 154, 2007
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
Y Xu, D Wang, P Collins, H Lee, M Warschauer
Computers & Education 161, 104059, 2021
Relationships between first and second language phonological processing skills and reading in Chinese‐English speakers living in English‐speaking contexts
A Gottardo, P Chiappe, B Yan, L Siegel, Y Gu
Educational Psychology 26 (3), 367-393, 2006
Vocabulary, context, and speech perception among good and poor readers
P Chiappe*, DL Chiappe, A Gottardo
Educational Psychology 24 (6), 825-843, 2004
Enhancing the interpretive reading and analytical writing of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive …
CB Olson, JS Kim, R Scarcella, J Kramer, M Pearson, DA van Dyk, ...
American Educational Research Journal 49 (2), 323-355, 2012
A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12
JS Kim, CB Olson, R Scarcella, J Kramer, M Pearson, D van Dyk, ...
Journal of Research on Educational Effectiveness 4 (3), 231-263, 2011
A longitudinal study of reading development of Canadian children from diverse linguistic backgrounds
P Chiappe, LS Siegel
The Elementary School Journal 107 (2), 135-152, 2006
Laptop use, interactive science software, and science learning among at-risk students
B Zheng, M Warschauer, JK Hwang, P Collins
Journal of science education and technology 23, 591-603, 2014
Predictors of grade 2 word reading and vocabulary learning from grade 1 variables in Spanish–speaking children: Similarities and differences
A Gottardo, P Collins, I Baciu, R Gebotys
Learning Disabilities Research & Practice 23 (1), 11-24, 2008
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