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Showing 1 to 15 of 36 results Save | Export
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Fernando Núñez-Regueiro; Natacha Boissicat; Fanny Gimbert; Céline Pobel-Burtin; Marie-Caroline Croset; Marie-Line Bosse; Cécile Nurra – Educational Psychology Review, 2024
Research suggests that providing children with activities that involve using their bodies to form the shapes of letters can help them acquire pre-reading skills. Little is known, however, as to the extent to which such embodied learning interventions are superior to more traditional pencil-and-paper activities, which of specific arm or body…
Descriptors: Foreign Countries, Kindergarten, Physical Activities, Movement Education
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Gehsmann, Kristin M.; Mesmer, Heidi Anne – Reading Teacher, 2023
This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.
Descriptors: Emergent Literacy, Beginning Reading, Early Reading, Phonological Awareness
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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
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Kaye, Elizabeth L.; Lose, Mary K. – Reading Teacher, 2019
Letter learning is nuanced, complex, and essential to the development of an effective literacy processing system. Forming and naming letters, rapidly differentiating between visually similar letters, and recognizing their sound correspondences are foundational to becoming a reader and writer. Indeed, control over letters affects monitoring,…
Descriptors: Reading Instruction, Alphabets, Beginning Reading, Emergent Literacy
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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
Fatimah Hafiz – ProQuest LLC, 2021
The current study aimed to investigate Saudi preschool teachers' beliefs about emergent literacy skills and practices. To this end, an explanatory, sequential mixed methods research design was adopted. The study involved two phases. The first involved a Q methodology approach to answer the overarching questions, "What are Saudi preschool…
Descriptors: Preschool Teachers, Beliefs, Emergent Literacy, Teaching Methods
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O'Leary, Robin; Ehri, Linnea C. – Reading Research Quarterly, 2020
The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation (PS) training would enhance…
Descriptors: Orthographic Symbols, Memory, Naming, Nouns
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Cameron, Tracy A.; Taumoepeau, Mele; Clarke, Kristina; McDowall, Philippa; Schaughency, Elizabeth – School Psychology, 2020
This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…
Descriptors: Foreign Countries, Emergent Literacy, Skill Development, Reading Instruction
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Tunmer, William E.; Hoover, Wesley A. – Australian Journal of Learning Difficulties, 2019
This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional…
Descriptors: Remedial Reading, Reading Difficulties, Prevention, Reading Teachers
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Han, Jisu; Neuharth-Pritchett, Stacey – Early Child Development and Care, 2019
This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children, developmental outcomes of four-year-old children receiving varying numbers of intervention services…
Descriptors: Early Intervention, Emergent Literacy, Beginning Reading, Preschool Children
Hjetland, Hanne Næss; Brinchmann, Ellen Irén; Scherer, Ronny; Melby-Lervåg, Monica – Campbell Collaboration, 2017
Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental…
Descriptors: Preschool Education, Preschool Children, Predictor Variables, Reading Comprehension
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McBride, Catherine Alexandra – Educational Psychology Review, 2016
Some aspects of Chinese literacy development do not conform to patterns of literacy development in alphabetic orthographies. Four are highlighted here. First, semantic radicals are one aspect of Chinese characters that have no analogy to alphabetic orthographies. Second, the unreliability of phonological cues in Chinese along with the fact that…
Descriptors: Chinese, Language Acquisition, Alphabets, Orthographic Symbols
Cassano, Christina M., Ed.; Dougherty, Susan M., Ed. – Guilford Press, 2018
This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies,…
Descriptors: Emergent Literacy, Preschool Education, Early Childhood Education, Kindergarten
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McConnell, Scott; Wackerle-Hollman, Alisha – AERA Open, 2016
This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children's early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language,…
Descriptors: Evaluation Methods, Student Evaluation, Emergent Literacy, Preschool Children
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What Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
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