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Direct linkSarris, Menelaos – International Journal of Early Years Education, 2022
The present study examined the strategies used by Greek novice readers in the initial phases of reading acquisition. Fifty (50) children were assessed at four successive testing periods throughout 1st grade of Primary School. Thus, 21 boys (42%) and 29 girls (58%) participated in this study. Their mean age at the beginning of the study was 74.43…
Descriptors: Reading Processes, Alphabets, Greek, Grade 1
Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy – Reading Research Quarterly, 2016
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy…
Descriptors: Phonological Awareness, Literacy, Naming, German
Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism
Furnes, Bjarte; Samuelsson, Stefan – Journal of Research in Reading, 2009
The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge…
Descriptors: Spelling, Early Reading, Linguistics, Phonological Awareness
Peer reviewedHolmes, Jack A.; Rose, Ivan M. – Reading Teacher, 1969
Descriptors: Cognitive Development, Disadvantaged Youth, Grade 1, Initial Teaching Alphabet
Download full textDunn, Lloyd M.; Mueller, Max W. – 1966
The purpose of this study was to investigate, with underprivileged first-grade children, the efficacy of the Initial Teaching Alphabet (i.t.a.) in teaching beginning reading and of the Peabody Language Development Kit (PLDK) in stimulating oral language and verbal intelligence. From 17 classes in nine schools, four groups, consisting of 100, 104,…
Descriptors: Disadvantaged Youth, Educational Research, Grade 1, Initial Teaching Alphabet
A Cross-Linguistic Comparison of Phonological Awareness and Word Recognition in Turkish and English.
Peer reviewedOktay, Ayla; Aktan, Ebru – International Journal of Early Years Education, 2002
Compared speech of kindergartners and first-graders from Turkey and America to investigate how characteristics of their spoken languages affect development of phonological awareness and how the relationship between spoken language and orthography affect phonological awareness and word recognition. Results suggest that characteristics of a spoken…
Descriptors: Contrastive Linguistics, Cross Cultural Studies, Cultural Differences, Decoding (Reading)
Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean – National Institute for Literacy, 2006
The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…
Descriptors: Literacy Education, Written Language, Oral Language, Caregivers
