Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Alphabets | 3 |
| Early Reading | 3 |
| Reading Skills | 3 |
| Foreign Countries | 2 |
| Kindergarten | 2 |
| Short Term Memory | 2 |
| Acoustics | 1 |
| Age | 1 |
| Bilingual Students | 1 |
| Children | 1 |
| Chinese | 1 |
| More ▼ | |
Source
| Reading and Writing: An… | 3 |
Author
| Blair, Rebecca | 1 |
| Foy, Judith G. | 1 |
| Mann, Virginia A. | 1 |
| Savage, Robert | 1 |
| Segers, Eliane | 1 |
| Verhoeven, Ludo | 1 |
| Yuan, Han | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Early Childhood Education | 3 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Elementary Education | 1 |
| Grade 1 | 1 |
Audience
Location
| Canada (Ottawa) | 1 |
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkYuan, Han; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2022
The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, and the predictive patterns from kindergarten to first grade were examined in 41 Chinese-Dutch bilingual children living in the Netherlands in both their first language (Chinese) and second…
Descriptors: Foreign Countries, Phonological Awareness, Naming, Short Term Memory
Foy, Judith G.; Mann, Virginia A. – Reading and Writing: An Interdisciplinary Journal, 2013
The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…
Descriptors: Early Reading, Reading Skills, Executive Function, Kindergarten
Blair, Rebecca; Savage, Robert – Reading and Writing: An Interdisciplinary Journal, 2006
This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4-5 years, named environmental print (EP), wrote their own name,…
Descriptors: Writing Skills, Word Recognition, Reading Skills, Foreign Countries
