Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 2 |
Descriptor
Publication Type
Guides - General | 1 |
Reports - Evaluative | 1 |
Reports - Research | 1 |
Education Level
Early Childhood Education | 1 |
Grade 1 | 1 |
Preschool Education | 1 |
Audience
Location
Utah | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Hobbs, L. Jon; Overby, Melanie – Grantee Submission, 2017
UPSTART is a federally funded i3 validation project that uses a computer-based program to develop the school readiness skills of preschool children in rural Utah. Researchers used a randomized control trial design to evaluate the impact of the program in advancing children's early literacy skills. Preschoolers in the experimental group were…
Descriptors: Computer Assisted Instruction, Preschool Education, School Readiness, Emergent Literacy
Villarreal, Abelardo; And Others – 1974
This series of colored, illustrated alphabet cards contains all the letters of the Spanish alphabet with illustrations to show their sounds. On the reverse of each card, or series of related cards, is a short story, along with some activities and games designed to reinforce the sound of the letter. The material is intended to develop language…
Descriptors: Alphabets, Auditory Discrimination, Auditory Perception, Bilingual Education
What Works Clearinghouse, 2007
The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth…
Descriptors: Grade 1, Reading Research, Phonemics, Reading Achievement

Samuels, S. Jay – Reading Teacher, 1971
Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)
Descriptors: Alphabets, Auditory Discrimination, Beginning Reading, Behavioral Objectives