Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…

Purpose: This study offers the first description of misspellings across elementary school using the Phonological, Orthographic and Morphological Assessment of Spelling (POMAS), a linguistic framework based on Triple Word Form theory, adapted for French (POMAS-FR). It aims to test the "universality" of POMAS and its suitability to track…

Purpose: We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method: A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US…

Teachers and administrators are dedicated to serving students by providing high-quality instruction and continuously improving their practice. This mixed-methods study examined the value of instructional rounds as a tool for professional development of teachers and administrators. This cycle of instructional rounds focused on the problem of…

Traditionally, content assessments have been carried out through written language. However, the latest standards in U.S. K-12 education expect all students, including English learners (ELs), to demonstrate their content learning using multiple modalities. This study examined the performance of fifth-grade students at varying levels of English…

Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, "Reading and Writing," 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations.…

Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, "Reading and Writing," 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations.…

Using video as a mode of data generation in research involving young children and their teachers has become a more common practice in educational research. Digital video recordings provide the opportunity to capture the complexity of interactions that occur between people, time, space and objects, however, working with this methodology and form of…

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention),…

We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…

The importance of oral language development among elementary school students is widely acknowledged, both in the research and in policy documents worldwide. Facility with one particular style of language, decontextualized language, is critical for success in the school context. This style of language is not readily accessible to all students. This…

The author cuts through the pressurized, strategy-overloaded, fluency-crazed atmosphere surrounding reading instruction to lay out the reading and writing workshop practices that are most effective in developing readers in the primary grades. She shares the daily how-tos needed to sustain a literacy block that engages children in authentic reading…

Preventing reading difficulties in the early grades has been a topic of interest for more than a decade. Research has clearly delineated the components needed for early literacy programs to be effective in teaching nearly all children to learn to read. Teacher educators have a responsibility to ensure that candidates gain extensive knowledge about…

"Lessons in Character" is designed to promote elementary and middle school students' knowledge about core character education values and, through that knowledge, shape children's positive behaviors and support academic success. It consists of 24 lessons organized around weekly themes, taught through stories, writing activities, and class…