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Direct linkBeth M. Phillips; Chelsea Funari; Felesa Oliver; Jennifer Berrien; Pamela W. Burris; Michael P. Mesa – Reading and Writing: An Interdisciplinary Journal, 2022
In the context of the critical need to support children's early language development, teacher knowledge may enhance children's opportunities to build linguistic skills. In this study we explored how early childhood teachers' (n = 86) pedagogical content knowledge for language and vocabulary, and their book-reading implementation across the school…
Descriptors: Pedagogical Content Knowledge, Language Acquisition, Language Skills, Vocabulary Development
Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire; Deacon, S. Hélène – Reading and Writing: An Interdisciplinary Journal, 2021
Prosodic sensitivity--the rhythmic patterning of speech--is theorized to influence reading and spelling via vocabulary knowledge, phonological, and morphological awareness. Previously this conceptual model has been evidenced with children who can already read, however as orthographic knowledge can be used to complete phonological awareness tasks…
Descriptors: Longitudinal Studies, Intonation, Spelling, Suprasegmentals
Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…
Descriptors: Oral Language, Attention Control, Kindergarten, Elementary School Students
Bekebrede, Judith; van der Leij, Aryan; Share, David L. – Reading and Writing: An Interdisciplinary Journal, 2009
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). "Journal of Learning Disabilities," 39, 74-90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a…
Descriptors: Reading Difficulties, Spelling, Silent Reading, Reading Fluency
