Publication Date
In 2025 | 2 |
Since 2024 | 4 |
Since 2021 (last 5 years) | 8 |
Since 2016 (last 10 years) | 15 |
Since 2006 (last 20 years) | 26 |
Descriptor
Emergent Literacy | 29 |
Alphabets | 26 |
Foreign Countries | 12 |
Phonological Awareness | 11 |
Writing Skills | 9 |
Kindergarten | 8 |
Spelling | 8 |
Preschool Children | 7 |
Reading Skills | 7 |
Teaching Methods | 7 |
Beginning Reading | 6 |
More ▼ |
Source
Reading and Writing: An… | 29 |
Author
Aram, Dorit | 4 |
Cho, Jeung-Ryeul | 3 |
Bus, A. G. | 2 |
Johnston, Rhona S. | 2 |
Korat, Ofra | 2 |
McBride, Catherine | 2 |
McBride-Chang, Catherine | 2 |
Piasta, Shayne B. | 2 |
Segers, Eliane | 2 |
Verhoeven, Ludo | 2 |
Abiri, Shimrit | 1 |
More ▼ |
Publication Type
Journal Articles | 29 |
Reports - Research | 27 |
Information Analyses | 1 |
Reports - Evaluative | 1 |
Education Level
Early Childhood Education | 15 |
Primary Education | 9 |
Kindergarten | 8 |
Elementary Education | 7 |
Grade 1 | 5 |
Preschool Education | 4 |
Grade 2 | 1 |
Audience
Location
Netherlands | 3 |
China | 2 |
Israel | 2 |
South Korea | 2 |
France | 1 |
New Zealand | 1 |
Norway | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Shira Besser-Biron; Deborah Bergman Deitcher; Adi Elimelech; Dorit Aram – Reading and Writing: An Interdisciplinary Journal, 2025
Preschool teachers' literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers' literacy skills. In this light, we explored how preschool teachers' beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children's writing products and their…
Descriptors: Preschool Teachers, Teacher Attitudes, Beliefs, Literacy
Ruby-Rose McDonald; Elizabeth Schaughency; Kaitlin Boddie; Tracy A. Cameron; Jane L. D. Carroll – Reading and Writing: An Interdisciplinary Journal, 2024
Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills.…
Descriptors: Oral Language, Emergent Literacy, Writing Skills, Children
Katarzyna Patro; Antonia Gross; Claudia Friedrich – Reading and Writing: An Interdisciplinary Journal, 2025
Preschool children often confuse letters with their mirror images when they try to read and write. Mirror confusion seems to occur more often in line with the direction of script (e.g., left-to-right for the Latin alphabetic script), suggesting that the processing of letter orientation and text directionality may be interrelated in preliterate…
Descriptors: Preschool Children, Initial Teaching Alphabet, Beginning Reading, Reading Instruction
Fischer, Jean-Paul; Luxembourger, Christophe – Reading and Writing: An Interdisciplinary Journal, 2022
Young children, who are exposed to Latin script letters, experience difficulties in distinguishing between the reversible letters b and d and may therefore transform b into d (and vice versa). When children begin to write, in cultures with left-to-right writing/reading systems, they also often turn Arabic digits in the direction of…
Descriptors: Alphabets, Emergent Literacy, Elementary School Science, Grade 1
Ray, Karen; Dally, Kerry; Rowlandson, Leah; Tam, Kit Iong; Lane, Alison E. – Reading and Writing: An Interdisciplinary Journal, 2022
Evidence supports a link between handwriting and aspects of literacy, including both reading and writing. Most evidence, however, pertains to children from grade one and above, once foundation skills known to support emerging literacy have been established. The purpose of this systematic review is to synthesise the extant literature concerning…
Descriptors: Handwriting, Writing Ability, Kindergarten, Young Children
Kathryn Mathwin; Christine Chapparo; Julianne Challita; Joanne Hinitt – Reading and Writing: An Interdisciplinary Journal, 2024
The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children's alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly…
Descriptors: Alphabets, Writing Skills, Elementary School Students, Memory
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Phonics, Alphabets, Cognitive Ability, Emergent Literacy
Cho, Jeung-Ryeul; McBride, Catherine; Kim, Bonghee – Reading and Writing: An Interdisciplinary Journal, 2020
This study assessed the effects of four types of teaching instruction for Hangul learning in Korean kindergartners. Forty-five four-year-old children participated in a Hangul learning experiment where they were taught 6 new Korean Guljas (Korean written syllable) in each of four conditions--whole Gulja, alphabet letter, CV (consonant + vowel) body…
Descriptors: Teaching Methods, Kindergarten, Korean, Foreign Countries
Hassunah-Arafat, Safieh Muhamad; Aram, Dorit; Korat, Ofra – Reading and Writing: An Interdisciplinary Journal, 2021
The study focuses on the beliefs of Arabic-speaking mothers in Israel relating to early literacy, and the relations between their beliefs and their children's actual early literacy skills. Participants included 113 mothers and their 5-6-year-old preschool children. At the families' homes, mothers reported about the richness of the home literacy…
Descriptors: Emergent Literacy, Semitic Languages, Socioeconomic Status, Family Environment
Davies, S. J.; Bourke, L.; Harrison, N. – Reading and Writing: An Interdisciplinary Journal, 2020
Working memory has been proposed to account for the differential rates in progress young children make in writing. One crucial aspect of learning to write is the encoding (i.e., integration) and retrieval of the correct phoneme-grapheme pairings, known as binding. In addition to executive functions, binding is regarded as central to the concept of…
Descriptors: Short Term Memory, Phoneme Grapheme Correspondence, Executive Function, Accuracy
Strang, Tara M.; Piasta, Shayne B. – Reading and Writing: An Interdisciplinary Journal, 2016
In the present study, we examined patterns of code-focused emergent literacy skill growth for children from lower and higher socioeconomic (SES) families enrolled at a high-quality early childhood center. Measures of letter name knowledge, letter sound knowledge, alliteration, and rhyming were collected at three time points over the course of the…
Descriptors: Children, Emergent Literacy, Socioeconomic Status, Early Childhood Education
Verhoeven, Ludo; van Leeuwe, Jan; Irausquin, Rosemarie; Segers, Eliane – Reading and Writing: An Interdisciplinary Journal, 2016
The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality was related to the emergence of letter knowledge…
Descriptors: Foreign Countries, Longitudinal Studies, Kindergarten, Emergent Literacy
Robins, Sarah; Treiman, Rebecca; Rosales, Nicole – Reading and Writing: An Interdisciplinary Journal, 2014
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children's speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we…
Descriptors: Alphabets, Emergent Literacy, Parent Child Relationship, Interpersonal Communication
Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
Cho, Jeung-Ryeul; McBride, Catherine – Reading and Writing: An Interdisciplinary Journal, 2018
The present study examined the relations of maternal literate support instructions during parent--child joint writing to children's word reading and writing across 1 year among 95 4- and 5-year-old children from Korea. The whole episode of mothers individually teaching their children how to write words was videotaped, and a Korean scale of…
Descriptors: Foreign Countries, Young Children, Korean, Parents as Teachers
Previous Page | Next Page »
Pages: 1 | 2