Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
Descriptor
Author
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 2 |
| Information Analyses | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| France | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMarianne Rice; Florina Erbeli; Kausalai Wijekumar – Intervention in School and Clinic, 2024
Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of…
Descriptors: Phonemic Awareness, Evidence Based Practice, Reading Difficulties, Intervention
Lassault, Julie; Sprenger-Charolles, Liliane; Albrand, Jean-Patrice; Alavoine, Edouard; Richardson, Ulla; Lyytinen, Heikki; Ziegler, Johannes C. – Scientific Studies of Reading, 2022
Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two…
Descriptors: French, Educational Games, Low Income Students, Grade 1
Arciuli, Joanne; Bailey, Benjamin – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method: Here, we provide an overview of some of the factors that impact early reading development for…
Descriptors: Early Reading, Beginning Reading, Emergent Literacy, Reading Instruction
