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Bedore, Lisa M.; Peña, Elizabeth D.; Collins, Penelope; Fiestas, Christine; Lugo-Neris, Mirza; Barquin, Elisa – Child Language Teaching and Therapy, 2023
Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…
Descriptors: Elementary School Students, Grade 1, Bilingual Students, Literacy
Lin, Dan; Liu, Yingyi; Sun, Huilin; Wong, Richard Kwok; Yeung, Susanna Siu-sze – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2)…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Reading Processes
Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…
Descriptors: Alphabets, Vocabulary Development, Phonological Awareness, Spelling
Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana – Grantee Submission, 2013
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…
Descriptors: Correlation, Alphabets, Phonological Awareness, English