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Describing Patterns of Early Literacy Skill Development in the First Year of School and Reading Instruction in a New Zealand Sample
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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
Do Alphabet Letters Help Prereaders Acquire Phonemic Segmentation Skill?
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Hohn, William E.; Ehri, Linnea C. – Journal of Educational Psychology, 1983
The present study was designed to determine whether alphabet letters facilitate the acquisition of phoneme segmentation skill and to test the assumption that letters make it harder for prereaders to learn segmentation than nondistinctively marked visual aids. (Author/PN)
Descriptors: Alphabets, Beginning Reading, Early Childhood Education, Kindergarten
Preschool Prediction: Orthographic and Phonological Skills, and Reading.
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Badian, Nathlie A. – Annals of Dyslexia, 1994
Children (n=118) were administered a preschool screening battery 6 months before kindergarten entry and then 19 and 24 months later. Measures of phonological awareness, serial naming speed, and orthographic processing were found to make a strong contribution to prediction of first-grade reading. (Author/JDD)
Descriptors: At Risk Persons, Beginning Reading, Early Childhood Education, Letters (Alphabet)