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Direct linkEvers, Amy J.; Lang, Lisa F.; Smith, Sharon V. – Reading Teacher, 2009
The authors describe how alphabet books teach so much more than just the ABCs. They provide excellent resources, allowing teachers to link and integrate the reciprocal processes of reading and writing. Encapsulated within the writing workshop framework, the authors use multigenre and multicultural alphabet books as anchor texts for a literacy…
Descriptors: Alphabets, Orthographic Symbols, Parent Participation, Writing Workshops
Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel – Journal of Educational Psychology, 2010
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…
Descriptors: Alphabets, Writing (Composition), Spelling, Beginning Reading
Amtmann, Dagmar; Abbott, Robert D.; Berninger, V. W. – Reading and Writing: An Interdisciplinary Journal, 2007
Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing…
Descriptors: Dyslexia, Memory, Grade 5, Phonology
