| Do differences in phonological processing performance predict gains made by older low-progress readers following intensive literacy intervention? S Pogorzelski, K Wheldall Educational Psychology 22 (4), 413-427, 2002 | 46 | 2002 |
| The importance of phonological processing skills for older low‐progress readers S Pogorzelski, K Wheldall Educational Psychology in Practice 21 (1), 1-22, 2005 | 31 | 2005 |
| A survey of Western Australian teachers' use of texts in supporting beginning readers S Pogorzelski, S Main, S Hill Issues in Educational Research 31 (1), 204-223, 2021 | 8 | 2021 |
| Is the phab really fab? The utility of the phonological assessment battery in predicting gains made by older low-progress readers following two terms of intensive literacy … K Wheldall, S Pogorzelski Educational Psychology 23 (5), 569-590, 2003 | 6 | 2003 |
| A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder AL Taylor, SD Calder, S Pogorzelski, L Koch Child Language Teaching and Therapy 37 (3), 321-336, 2021 | 5 | 2021 |
| What we have learned: implementing MiniLit as an intervention with young struggling readers M Reynolds, J Buckingham, A Madelaine, S Arakelian, N Bell, ... Australian Journal of Learning Difficulties 26 (2), 113-125, 2021 | 4 | 2021 |
| Explainer: what's the difference between decodable and predictable books, and when should they be used? S Pogorzelski, R Wheldall | 3 | 2018 |
| The role of text type in the reading development of beginning readers with English as an additional language SP Pogorzelski Edith Cowan University, 2024 | | 2024 |
| Reviewers of Articles in Volume 25, 2005 for Educational Psychology G Andreou, M Arthur, J Athanasou, R Beaman, K Canobi, R Cantwell, ... Educational Psychology 26 (1), 155, 2006 | | 2006 |
| Examining the Literacy Outcomes of Older Low-progress Readers Following Intensive Reading Intervention: Does Phonological Processing Performance Predict Gains? S Pogorzelski Macquarie University (Australian Centre for Educational Studies, MU Special …, 2002 | | 2002 |
| Decodable or predictable: why reading curriculum developers must seize one S Pogorzelski, S Main, J Hunter | | |