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Maureen, Irena Y.; van der Meij, Hans; de Jong, Ton – International Journal of Early Years Education, 2022
This study reports on the effectiveness of an organised set of storytelling activities that aimed to enhance early literacy development. There were three conditions in the study. In the control condition, regular literacy development activities took place. In one experimental condition, the set of activities included oral storytelling. In the…
Descriptors: Story Telling, Emergent Literacy, Preschool Children, Teaching Methods
McKnight, Patrick E.; Kidd, Julie K.; Gallington, Debbie A.; Strauss, Lauren I.; Lyu, Hao; Gadzichowski, K. Marinka; Pasnak, Robert – Grantee Submission, 2021
This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…
Descriptors: Mathematics Instruction, Teaching Methods, Pattern Recognition, Literacy Education
Olszewski, Arnold; Soto, Xigrid; Goldstein, Howard – Grantee Submission, 2017
Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and…
Descriptors: Teaching Methods, Feedback (Response), Phonological Awareness, Preschool Children
Zoski, Jennifer L.; Erickson, Karen A. – Communication Disorders Quarterly, 2017
This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12…
Descriptors: Kindergarten, At Risk Students, Feasibility Studies, Metalinguistics
What Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
Jones, Cindy D.; Reutzel, D. Ray – Reading & Writing Quarterly, 2015
The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…
Descriptors: Literacy, Reading Skills, Investigations, Reading Writing Relationship
Paeplow, Colleen – Wake County Public School System, 2015
In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…
Descriptors: Reading Achievement, Reading Instruction, Program Descriptions, Program Implementation
Jones, LaQuanta – ProQuest LLC, 2013
Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…
Descriptors: Reading Skills, Elementary School Students, Grade 3, Statistical Analysis
Werkheiser, Susan N. Gravle – ProQuest LLC, 2014
The purpose of this case study was to explore the effects of a literature-based social-emotional learning curriculum on kindergarten students' social-emotional behaviors, awareness, and early reading skills in a large elementary school. The study examined beliefs/perceptions of kindergarten teachers in regards to what reading skills students…
Descriptors: Case Studies, Literature, Elementary School Students, Emergent Literacy
Hagan-Burke, Shanna; Kwok, Oi-man; Zou, Yuanyuan; Johnson, Caitlin; Simmons, Deborah; Coyne, Michael D. – Journal of Special Education, 2011
This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly…
Descriptors: Intervention, Early Reading, Phonemics, Alphabets
Rachel Kennedy Powell – ProQuest LLC, 2009
Teachers are now being held to high accountability standards in reading instruction, yet studies show that teachers lack adequate knowledge in reading and phonological awareness principles (Moats, 1994, 2009; Spencer, Schuele, Guillot, & Lee, 2008). The purpose of this study was to determine the effects of visual representations of…
Descriptors: Reading Instruction, Pedagogical Content Knowledge, Teaching Methods, Visual Aids