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Prereaders' Knowledge about the Nature of Book Reading
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Farry-Thorn, Molly; Treiman, Rebecca – Reading and Writing: An Interdisciplinary Journal, 2022
Children's early knowledge and skills set the stage for later reading development. The present studies examined children's conceptual knowledge of reading prior to formal literacy instruction. Young children's knowledge about who is able to read books and what readers are reading when they read books has been studied primarily through interviews.…
Descriptors: Prior Learning, Preschool Children, Animals, Concept Formation
Building Pre-Readers' Background Knowledge: The Impact of a Play-Based Event Exposure on Children's Comprehension of Stories Read Aloud
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Dempsey, Lynn – Early Child Development and Care, 2020
The purpose of this pilot study was to explore whether exposing pre-readers to an unfamiliar event in a brief, play-based, session would enhance comprehension of a story based on that event. Twenty-four typically developing participants (9 males; 15 females), aged 30-51 months (M = 39.13, SD = 6.02) were randomly assigned to free-play and…
Descriptors: Prereading Experience, Play, Comprehension, Reading Aloud to Others
Intratextual Persuasive Messages as Catalysts for HigherOrder Thinking: An Exploratory Investigation
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Murphy, P. Karen; Andiliou, Andria; Firetto, Carla M.; Bowersox, Carissa M.; Baker, Markus; Ramsay, Crystal M. – Journal of Literacy Research, 2016
Facilitating students' acquisition of higherorder thinking skills is imperative in the 21st century. Although some types of text have been shown to enhance higherorder thinking, the effects of many novel forms of text have yet to be investigated. As such, the purpose of the present study was to explore the extent to which a relatively novel form…
Descriptors: Thinking Skills, Persuasive Discourse, Beliefs, Comprehension
Home Literacy Environment and the Beginning of Reading and Spelling
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Niklas, Frank; Schneider, Wolfgang – Contemporary Educational Psychology, 2013
Reading and writing are necessary prerequisites for a successful school career. Therefore it is important to identify precursor variables which predict these abilities early in order to identify children possibly at risk of developing reading or spelling difficulties. Relevant precursors include letter knowledge, phonological awareness (PA),…
Descriptors: Foreign Countries, Emergent Literacy, Prereading Experience, Reading Readiness
Young Children's Letter-Sound Knowledge.
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Dodd, Barbara; Carr, Alex – Language, Speech, and Hearing Services in Schools, 2003
This study with 83 normally developing children (ages 4-6) compared three essential skills in early literacy, letter-sound recognition, letter-sound recall, and letter reproduction. Children performed better in letter-sound recognition than in letter-sound recall and letter reproduction. There were no performance differences due to sex or age.…
Descriptors: Age Differences, Basic Skills, Beginning Reading, Communication Disorders
Preschool Teachers' Theoretical and Pedagogical Stances on the Language and Literacy Development of Deaf and Hard-of-Hearing Children: Implications for Teacher Preparation and In-Service Programs.
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Williams, Cheri L. – American Annals of the Deaf, 1995
This study used interview transcripts, videotape recordings of classroom sessions, field notes, and classroom photographs to examine the theoretical and pedagogical stances of three preschool teachers concerning language and literacy development of deaf and hard-of-hearing children. Teachers held differing theories which influenced their…
Descriptors: Classroom Observation Techniques, Deafness, Educational Practices, Educational Principles