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Rachmani, Rachel – Australasian Journal of Early Childhood, 2020
Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated…
Descriptors: Phonological Awareness, Alphabets, Knowledge Level, Intervention
Altinkaynak, Senay Özen – International Journal of Progressive Education, 2019
The purpose of the current study is to investigate the effect of interactive book reading activities on children's print and phonemic awareness skills. In the current study, the semi-experimental pretest-posttest control group design was used. The sampling of the study consists of 34 children attending independent kindergartens in the city of…
Descriptors: Phonemic Awareness, Pretests Posttests, Comparative Analysis, Foreign Countries
Yang, Chi Cheung Ruby; Chen, Yuanyuan – Education and Information Technologies, 2020
The present study was conducted to investigate the use of a flipped classroom in primary EFL classrooms in China. It is quasi-experimental research examining flipped and non-flipped classrooms in teaching English vowel letters in a primary school in China. Specifically, the researchers aimed at finding out the participating students' and teachers'…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Hamilton, Harley – Journal of Educational Technology Systems, 2016
This article describes a multisensory presentation and response system for enhancing the spelling ability of dyslexic children. The unique aspect of MAGICSpell is its system of finger-letter associations and simplified keyboard configuration. Sixteen 10- and 11-year-old dyslexic students practiced the finger-letter associations via various typing…
Descriptors: Spelling Instruction, Multisensory Learning, Teaching Methods, Dyslexia
Wawire, Brenda A.; Kim, Young-Suk G. – Scientific Studies of Reading, 2018
Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge…
Descriptors: Phonological Awareness, Alphabets, Transfer of Training, Multilingualism
Wawire, Brenda A.; Kim, Young-Suk G. – Grantee Submission, 2018
Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge…
Descriptors: Phonological Awareness, Alphabets, Phoneme Grapheme Correspondence, African Languages
Eghbaria-Ghanamah, Hazar; Ghanamah, Rafat; Shalhoub-Awwad, Yasmin; Adi-Japha, Esther; Karni, Avi – Developmental Psychology, 2020
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of…
Descriptors: Nursery Rhymes, Kindergarten, Semitic Languages, Intervention
Dussling, Tess M. – Literacy Research and Instruction, 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic…
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction
Oslund, Eric L.; Hagan-Burke, Shanna; Simmons, Deborah C.; Clemens, Nathan H.; Simmons, Leslie E.; Taylor, Aaron B.; Kwok, Oi-man; Coyne, Michael D. – Journal of Learning Disabilities, 2017
This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…
Descriptors: Predictive Validity, Formative Evaluation, At Risk Students, Kindergarten
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
Cheung, Alan; Mak, Barley; Abrami, Philip; Wade, Anne; Lysenko, Larysa – Journal of Interactive Learning Research, 2016
This pilot project investigated the effects of ABRACADABRA (ABRA), a web-based literacy program developed by the Centre for the Study of Learning and Performance (CSLP) at Concordia University, on primary school children in Hong Kong. A total of 125 Primary 2 students participated in a 14-week long study. Five classes were randomly assigned to…
Descriptors: Foreign Countries, Pilot Projects, Literacy Education, Control Groups
Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán – Educational Psychology in Practice, 2015
Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…
Descriptors: Reading Programs, Program Evaluation, Intervention, Reading Instruction
Vanderwood, Mike L.; Tung, Catherine; Arellano, Elizabeth – International Journal of School & Educational Psychology, 2014
This study examined the effects of a phonological awareness (PA) intervention on the phonological and alphabetic principle skills of first-grade English language learners (ELLs). Nine first-grade classrooms in two large elementary schools were screened with DIBELS Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in the fall and…
Descriptors: Phonological Awareness, Intervention, Alphabets, Grade 1
Valbuena, Amanda Carolina – GIST Education and Learning Research Journal, 2014
To develop reading acquisition in an effective way, it is necessary to take into account three goals during the process: automatic word recognition, or development of phonemic awareness, reading comprehension, and a desire for reading. This article focuses on promoting phonemic awareness in English as a second language through a program called…
Descriptors: Teaching Methods, Phonemic Awareness, English (Second Language), Phonics
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