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Direct linkMilburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – Journal of Early Childhood Literacy, 2017
Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a…
Descriptors: Spelling, Oral Language, Vocabulary Development, Expressive Language
Hollo, Alexandra; Wehby, Joseph H. – Elementary School Journal, 2017
Teachers' oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included…
Descriptors: General Education, Special Education, Teacher Student Relationship, Language Skills
Gatlin, Brandy; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2016
Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance,…
Descriptors: Oral Language, Language Skills, Kindergarten, African American Students
Adams, Ashley – ProQuest LLC, 2017
Purpose: The purpose of this study was to evaluate the efficacy of the EMBRACE Spanish support intervention for at-risk dual language learners and to determine which verbal and nonverbal characteristics of students were related to benefit from the intervention. The first study examined oral language and reading characteristics and the second study…
Descriptors: Predictor Variables, Reading Comprehension, Handheld Devices, Computer Assisted Instruction
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima – Reading & Writing Quarterly, 2017
This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…
Descriptors: Reading Assignments, English Language Learners, Reading Achievement, Predictor Variables
Han, Jisu; Schlieber, Marisa; Gregory, Bradley – Journal of Education for Students Placed at Risk, 2017
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…
Descriptors: Oral Language, Language Skills, Vocabulary Development, Expressive Language
