Jason L. Anthony - Concepedia

Author

Jason L. Anthony

The University of Texas Health Science Center at Houston ORCID

Also Known As

J Anthony, J. ANTHONY, JASON L. ANTHONY, Jason Anthony, Jason L. Anthony

Publications

6.6K

Citations

H-Index

119

Concepts

All Affiliations

The University of Texas Health Science Center at Houston University of Houston Florida State University University of South Florida Southern Methodist University

About

Jason L. Anthony is an author at The University of Texas Health Science Center at Houston specializing in education, language studies, and language acquisition.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	22	26	3.6K
2	Language Studies	22	26	4.4K
3	Health Sciences	9	9	2K
4	Medicine	5	5	435
5	Arts	1	1	10

Jason L. Anthony

Publications

6.5K

Citations

H-Index

Page 1

	Year	Citations
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Christopher J. Lonigan, Stephen R. Burgess, Jason L. Anthony Developmental Psychology Language DevelopmentEducationPreschool DevelopmentEarly Childhood LanguageLiteracy Development	2000	1K
Development of Phonological Awareness Jason L. Anthony, David J. Francis Current Directions in Psychological Science Second Language LearningMultilingualismLanguage DevelopmentPsycholinguisticsLanguage Learning	2005	712
Development of phonological sensitivity in 2- to 5-year-old children. Christopher J. Lonigan, Stephen R. Burgess, Jason L. Anthony, Journal of Educational Psychology Language DevelopmentAtypical Language DevelopmentPsycholinguisticsPhonologyDevelopmental Speech	1998	414
The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Jason L. Anthony, Christopher J. Lonigan Journal of Educational Psychology Language DevelopmentAtypical Language DevelopmentSpeech Sound DisorderEarly Childhood LanguagePsycholinguistics	2004	376
Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Susan H. Landry, Jason L. Anthony, Paul R. Swank, Journal of Educational Psychology Kindergarten EducationEducationPreschool DevelopmentComprehensive Professional DevelopmentEarly Childhood Education	2009	335
The effects of theoretically different instruction and student characteristics on the skills of struggling readers Patricia G. Mathes, Carolyn A. Denton, Jack Μ. Fletcher, Reading Research Quarterly Reading DisabilitiesStudent CharacteristicsChild LiteracyDifferent InstructionReading Comprehension	2005	334
Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations Jason L. Anthony, Christopher J. Lonigan, Kimberly A. Driscoll, Reading Research Quarterly Quasi‐parallel ProgressionLanguage DevelopmentAtypical Language DevelopmentEducationEarly Childhood Language	2003	287
Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers Christopher J. Lonigan, Jason L. Anthony, Brenlee G. Bloomfield, Journal of Early Intervention Language DevelopmentEducationEarly Childhood LanguageLiteracy DevelopmentEarly Childhood Education	1999	245
An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties Carolyn A. Denton, Jack Μ. Fletcher, Jason L. Anthony, Journal of Learning Disabilities	2006	225
Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes Jason L. Anthony, Christopher J. Lonigan, Stephen R. Burgess, Journal of Experimental Child Psychology Child LanguageLanguage DevelopmentLanguage AcquisitionSpeech ProductionEarly Childhood Language	2002	209

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