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Ece Demir-Lira, Ö.; Applebaum, Lauren R.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Science, 2019
It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading…
Descriptors: Reading Aloud to Others, Preschool Children, Parent Child Relationship, Linguistic Input
Paola Uccelli – Written Communication, 2023
Analytical writing poses particularly challenging, yet often overlooked, language demands that need attention in educational research and practice. In this article, I discuss the Core Analytical Language Skills (CALS) construct and its relevance for school reading and writing. CALS refer to the set of learners' school-relevant language resources…
Descriptors: Academic Language, Reading Skills, Writing Skills, Reading Materials
Bohm, Anke; Magedera-Hofhansl, Hanna – Research-publishing.net, 2020
Using a contemporary short story by the award-winning German writer Roman Ehrlich as a case study, in this paper we will offer ideas for engaging students at CEFR (Common European Framework of Reference for languages) B1+ and B2 level in German in reading as well as encouraging them in creative writing tasks through formative assessment and…
Descriptors: Literary Genres, Authors, Awards, Case Studies
Protopapas, Athanassios; Mouzaki, Angeliki; Sideridis, Georgios D.; Kotsolakou, Areti; Simos, Panagiotis G. – Reading & Writing Quarterly, 2013
The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…
Descriptors: Vocabulary, Reading Skills, Reading Comprehension, Decoding (Reading)
Cologon, Kathy – Australian Journal of Teacher Education, 2013
There is a considerable and growing body of research investigating reading development in children with Down syndrome. However, there appears to be a common gap between the research evidence and instructional practices. It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with…
Descriptors: Down Syndrome, Children, Misconceptions, Reading Skills
Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R. – Journal of Communication Disorders, 2011
It is well established that monolingual preschoolers' oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children's abilities in one language do…
Descriptors: Bilingualism, Oral Language, Language Acquisition, Reading Ability
Ricci, Leila A. – International Journal of Special Education, 2011
This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…
Descriptors: Children, Down Syndrome, Reading Interests, Emergent Literacy
Schroeders, Ulrich; Wilhelm, Oliver; Bucholtz, Nina – Intelligence, 2010
Receptive foreign language proficiency is usually measured with reading and listening comprehension tasks. A novel approach to assess such proficiencies--viewing comprehension--is based on the presentation of short instructional videos followed by one or more comprehension questions concerning the preceding video stimulus. In order to evaluate a…
Descriptors: Reading Comprehension, Listening Comprehension, Intelligence, Psychometrics
Jarmulowicz, Linda; Hay, Sarah E.; Taran, Valentina L.; Ethington, Corinna A. – Reading and Writing: An Interdisciplinary Journal, 2008
Oral language is the foundation on which literacy initially builds. Between early developing oral language skills and fluent reading comprehension emerge several types of metalinguistic ability, including phonological and morphological awareness. In this study, a developmental sequence is proposed, beginning with receptive language followed by…
Descriptors: Reading Comprehension, Reading Difficulties, Suprasegmentals, Metalinguistics
Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School
Cadima, Joana; McWilliam, R. A.; Leal, Teresa – International Journal of Behavioral Development, 2010
This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household…
Descriptors: Reading Comprehension, Phonological Awareness, At Risk Persons, Multivariate Analysis
Simkin, Zoe; Conti-Ramsden, Gina – Child Language Teaching and Therapy, 2006
The literacy abilities of 11-year old children with specific language impairment (SLI) were investigated through comparing subgroups with current expressive-only language impairment (E-SLI, n 30), current combined expressive and receptive language impairment (ER-SLI, n 32) and a history of now-resolved language impairment (Resolved-SLI, n 28). The…
Descriptors: Expressive Language, Receptive Language, Language Impairments, Children