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Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development
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Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth S. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. Method: A cluster randomized design with 104 preschool-age children in…
Descriptors: Preschool Children, Developmental Delays, Emergent Literacy, Phonological Awareness
Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development
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Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth S. – Grantee Submission, 2017
Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills.Method: A cluster randomized design with 104 preschool-age children in 39…
Descriptors: At Risk Students, Comparative Analysis, Curriculum, Developmental Delays
Academic Vocabulary Learning in First through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction
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Goldstein, Howard; Ziolkowski, Robyn A.; Bojczyk, Kathryn E.; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…
Descriptors: Language Acquisition, Children, Low Income Groups, Comparative Analysis
Academic Vocabulary Learning in First through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Goldstein, Howard; Ziolkowski, Robyn A.; Bojczyk, Katherine E.; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D. – Grantee Submission, 2017
Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…
Descriptors: Language Acquisition, Children, Low Income Groups, Comparative Analysis