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Hjetland, Hanne Næss; Brinchmann, Ellen Irén; Scherer, Ronny; Melby-Lervåg, Monica – Campbell Collaboration, 2017
Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental…
Descriptors: Preschool Education, Preschool Children, Predictor Variables, Reading Comprehension
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Chiang, Hanley; Walsh, Elias; Shanahan, Timothy; Gentile, Claudia; Maccarone, Alyssa; Waits, Tiffany; Carlson, Barbara; Rikoon, Samuel – National Center for Education Evaluation and Regional Assistance, 2017
Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…
Descriptors: Reading Comprehension, Language Acquisition, Preschool Education, Early Childhood Education
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Ramos-Sanchez, Jose Luis; Cuadrado-Gordillo, Isabel – Reading Psychology an international quarterly, 2004
This article presents the results of a quasi-experimental study of whether there exists a causal relationship between spoken language and the initial learning of reading/writing. The subjects were two matched samples each of 24 preschool pupils (boys and girls), controlling for certain relevant external variables. It was found that there was no…
Descriptors: Phonemes, Foreign Countries, Preschool Children, Emergent Literacy