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Direct linkShen, Yaqi – Reading Psychology, 2023
Morphological awareness has been assessed longitudinally for monolinguals and bilinguals to trace the developmental trend. Researchers have found the important role it plays in literacy development including vocabulary growth and reading development. Conclusions about the important role morphological awareness play in literacy development are…
Descriptors: Morphology (Languages), Metalinguistics, Chinese, Longitudinal Studies
Song, Yanjie; Hwang, Gwo-Jen – Interactive Learning Environments, 2022
Despite seamless vocabulary learning studies having been implemented for about 10 years, little is known about what seamless vocabulary learning studies are, how they were conducted, what the learning outcomes were, or the issues and trends of seamless vocabulary learning. This literature review aimed at addressing these questions. Adopting…
Descriptors: Vocabulary Development, Learning Theories, Research Reports, Educational Trends
Torppa, Minna; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Tolvanen, Asko; Leskinen, Esko; Leppanen, Paavo H. T.; Puolakanaho, Anne; Lyytinen, Heikki – Scientific Studies of Reading, 2007
The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to…
Descriptors: Vocabulary Skills, Skill Development, Reading Difficulties, Vocabulary Development
Download full textChildren's Television Workshop, New York, NY. – 1990
This paper reviews the results of several studies that examined the educational effects of Sesame Street. Three studies by the Educational Testing Service on Sesame Street's first two seasons determined that among children who watched Sesame Street, those who watched the most scored highest on an achievement measure; frequent viewers made more…
Descriptors: Childrens Television, Cognitive Development, Cooperation, Early Childhood Education
Hirsch, Eric Donald, Jr. – Brookings Institution, The: Brown Center on Education Policy, 2005
Longitudinal analysis of early childhood education, such as that in Project Follow Through, shows the superiority of explicit skill instruction for the acquisition of basic reading skills. But these early gains do not eventuate in significant progress in reading achievement in later grades, especially among disadvantaged youth. This is not for…
Descriptors: Grade 3, Early Childhood Education, Educational Change, Disadvantaged Youth
