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Download full textAmy Davis – Advocate, 2018
This paper describes the transition of English language learners acquiring preliteracy skills in "learning to read" and the role of productive and receptive language in the development of phonological awareness. As English language learners transition to "reading to learn," oral reading fluency becomes an important component of…
Descriptors: English Learners, Emergent Literacy, Elementary School Students, Receptive Language
Direct linkRichards, Janet C. – Reading Improvement, 2020
Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…
Descriptors: Evidence Based Practice, Phonological Awareness, Memory, Auditory Perception
Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha – Early Childhood Education Journal, 2014
Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…
Descriptors: Preschool Children, Parent Participation, Home Study, Classroom Environment
Richards, Janet C. – Reading Improvement, 2010
Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…
Descriptors: Reading Aloud to Others, Phonological Awareness, Young Children, Memory
Manis, Franklin R.; Lindsey, Kim A.; Bailey, Caroline E. – Learning Disabilities Research and Practice, 2004
Development of English- and Spanish-reading skills was explored in a sample of 251 Spanish-speaking English-language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish- and English-speaking children, but English oral language lagged…
Descriptors: Elementary School Students, Phonological Awareness, Reading Comprehension, Predictor Variables
