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Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
Download full textVadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2020
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
Han, Jisu; Neuharth-Pritchett, Stacey – Early Child Development and Care, 2019
This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services…
Descriptors: Early Intervention, Emergent Literacy, Beginning Reading, Preschool Children
Ouellette, Gene P.; Haley, Allyson – Journal of Research in Reading, 2013
This research evaluated possible sources of individual differences in early explicit, smaller segment phonological awareness. In particular, the unique contributions of oral vocabulary and alphabetic knowledge to phonemic awareness acquisition were examined across the first year of school. A total of 57 participants were tested in kindergarten…
Descriptors: Alphabets, Individual Differences, Phonemic Awareness, Vocabulary Development
What Works Clearinghouse, 2013
The "Read Naturally"[R] program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Intervention, Elementary School Students, Beginning Reading
Powell, Douglas R.; Diamond, Karen E.; Burchinal, Margaret R.; Koehler, Matthew J. – Journal of Educational Psychology, 2010
Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also…
Descriptors: Intervention, Oral Language, Disadvantaged Youth, Emergent Literacy
