| Motivational and cognitive predictors of text comprehension and reading amount JT Guthrie, A Wigfield, JL Metsala, KE Cox Scientific studies of reading 3 (3), 231-256, 1999 | 1178 | 1999 |
| Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability JL Metsala, AC Walley Word recognition in beginning literacy, 89-120, 2013 | 1169 | 2013 |
| Young children's phonological awareness and nonword repetition as a function of vocabulary development. JL Metsala Journal of educational psychology 91 (1), 3, 1999 | 955 | 1999 |
| Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability AC Walley, JL Metsala, VM Garlock Reading and Writing 16, 5-20, 2003 | 532 | 2003 |
| Age-of-acquisition, word frequency, and neighborhood density effects on spoken word recognition by children and adults VM Garlock, AC Walley, JL Metsala Journal of Memory and language 45 (3), 468-492, 2001 | 473 | 2001 |
| An examination of word frequency and neighborhood density in the development of spoken-word recognition JL Metsala Memory & cognition 25 (1), 47-56, 1997 | 338 | 1997 |
| Word recognition in beginning literacy JL Metsala, LC Ehri Routledge, 2013 | 326 | 2013 |
| Spoken word recognition in reading disabled children. JL Metsala Journal of Educational Psychology 89 (1), 159, 1997 | 239 | 1997 |
| Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers J Specht, D McGhie-Richmond, T Loreman, P Mirenda, S Bennett, ... International Journal of Inclusive Education 20 (1), 1-15, 2016 | 212 | 2016 |
| Effective primary-grades literacy instruction equals balanced literacy instruction R Wharton-McDonald, J Rankin, J Mistretta The Reading Teacher 50 (6), 518, 1997 | 176 | 1997 |
| Regularity effects and the phonological deficit model of reading disabilities: A meta-analytic review. JL Metsala, KE Stanovich, GDA Brown Journal of Educational Psychology 90 (2), 279, 1998 | 148 | 1998 |
| How children's motivations relate to literacy development and instruction AP Sweet, JT Guthrie The Reading Teacher 49 (8), 660, 1996 | 141 | 1996 |
| The growth of lexical constraints on spoken word recognition AC Walley, JL Metsala Perception & Psychophysics 47 (3), 267-280, 1990 | 90 | 1990 |
| Young children’s age-of-acquisition estimates for spoken words AC Walley, JL Metsala Memory & Cognition 20 (2), 171-182, 1992 | 80 | 1992 |
| The development of phonemic awareness in reading-disabled children JL Metsala Applied Psycholinguistics 20 (1), 149-158, 1999 | 76 | 1999 |
| Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities TM Galway, JL Metsala Journal of Learning Disabilities 44 (1), 33-49, 2011 | 73 | 2011 |
| Predictors of teacher efficacy for inclusive practice in pre-service teachers JA Specht, JL Metsala Exceptionality Education International 28 (3), 2018 | 65 | 2018 |
| Teaching with analogies: Building on the science textbook JL Metsala, S Glynn The Reading Teacher 49 (6), 490, 1996 | 62 | 1996 |
| Children's motivations for reading JL Metsala, A Wigfield, AD McCann The Reading Teacher 50 (4), 360, 1996 | 61 | 1996 |
| An examination of preservice teachers’ self-efficacy and beliefs about inclusive education JL Metsala, MJ Harkins Teacher Education and Special Education 43 (2), 178-192, 2020 | 56 | 2020 |
