Preschool teachers' literacy-related beliefs and literacy knowledge relate to their educational practices and preschoolers' literacy skills. In this light, we explored how preschool teachers' beliefs regarding early literacy and its promotion predict their knowledge, reflected in how they evaluate three young children's writing products and their…

Purpose: Phonological awareness and alphabet knowledge are fundamental building blocks for literacy development. We identified preschoolers with persistent delays in these skills and evaluated the efficacy of a supplemental curriculum to remediate deficits in early literacy skills. Method: Using a cluster design, 21 classrooms were randomly…

For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children's classroom and home environments, identifying…

Teachers in Fiji's lower primary classrooms face the task of raising students' literacy levels. Consequently, many schools are attempting to involve parents in improving students' literacy skills. This study investigated the effects of parental engagement on students' literacy acquisition in lower primary classrooms in Fiji. Online questionnaires…

Little evidence exists on how best to support children's alphabet knowledge, which is a foundational early literacy skill. In this study, I investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old. My primary aim was to examine whether…

Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the…

Preschool teachers and primary school teachers must work in harmony and carry out consistent practices with each other in the process of teaching literacy. This study aims to determine the practices of preschool teachers in the literacy preparation process and the opinions of primary school teachers on the level of readiness of students from…

Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read. However, the literature shows conflicting results. Using an associative learning theory framework, the present study examined the influence of child and letter characteristics on LNK in French-speaking children. Children aged 3 to 5-6 years were asked…

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…

With the overwhelming "Anglocentric" or "alphabetocentric" science of reading, the current review aimed to add to the science of reading acquisition from the perspective of abugidic writing system, distinct from the well-research alphabetic writing system in multiple dimensions of orthographic complexity, as proposed by Daniels…

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…

Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study utilized a person-centered approach and longitudinal sample of 998 preschool-aged children (M = 56.50 months old) to examine patterns in letter name and…

Rapid automatized naming (RAN) has surged in popularity recently as an important indicator of reading difficulties, including dyslexia. Despite an extensive history of research on RAN, including recent meta-analyses indicating a unique contribution of RAN to reading above and beyond phonemic awareness, questions remain regarding RAN's relationship…

Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read…

This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n = 36) to their peers without ASD (n = 36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared…