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Kim, Young-Suk Grace; Petscher, Yaacov; Treiman, Rebecca; Kelcey, Benjamin – Scientific Studies of Reading, 2021
To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters -- their frequency in printed materials, order in the alphabet, and visual similarity to other letters -- relate to children's letter-name knowledge in four languages with three…
Descriptors: Alphabets, Orthographic Symbols, Written Language, Printed Materials
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Kormi-Nouri, Reza; Moradi, Ali-Reza; Moradi, Shahram; Akbari-Zardkhaneh, Saeed; Zahedian, Haedeh – Bilingualism: Language and Cognition, 2012
The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish-Persian bilinguals), and Sanandaj (Kurdish-Persian bilinguals). We separately presented nine Persian…
Descriptors: Monolingualism, Foreign Countries, Grade 1, Language Proficiency
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Berninger, Virginia W.; Nagy, William; Beers, Scott – Reading and Writing: An Interdisciplinary Journal, 2011
Children in grades one to four completed two sentence construction tasks: (a) Write one complete sentence about a topic prompt (sentence integrity, Study 1); and (b) Integrate two sentences into one complete sentence without changing meaning (sentence combining, Study 2). Most, but not all, children in first through fourth grade could write just…
Descriptors: Transformational Generative Grammar, Sentences, Writing (Composition), Spelling
Ebert, Ashlee A. – ProQuest LLC, 2009
Ehri's developmental model of word recognition outlines early reading development that spans from the use of logos to advanced knowledge of oral and written language to read words. Henderson's developmental spelling theory presents stages of word knowledge that progress in a similar manner to Ehri's phases. The purpose of this research study was…
Descriptors: Early Reading, Written Language, Word Recognition, Grade 1
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Colin, S.; Magnan, A.; Ecalle, J.; Leybaert, J. – Journal of Child Psychology and Psychiatry, 2007
Background: The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued…
Descriptors: Cued Speech, Deafness, Rhyme, Word Recognition