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Direct linkRoberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2020
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired-associate learning of correspondences between letter names and sounds. In decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Download full textRoberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2019
This study investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired associate learning of correspondences between letter names and sounds. In Decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Nelson, J. Ron; Sanders, Elizabeth A.; Gonzalez, Jorge – Journal of Research on Educational Effectiveness, 2010
The purpose of the current study was to test the efficacy of a supplemental phonological awareness focused intervention delivered by community-based paraeducators with preschool children (M = 4.73 years) in eight Head Start classrooms in the rural Midwest. Participating children were randomly assigned to small groups within classrooms, which were…
Descriptors: Disadvantaged Youth, Phonological Awareness, Preschool Children, Tutors
