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…

Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children's language and literacy development. This study used a process modeled after the What Works Clearinghouse…

This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology…

The "Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research" study examined information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works…

Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…

This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension…

The Simple View of Reading (P. B. Gough & W. Tunmer, 1986; W. A. Hoover & P. B. Gough, 1990) provides a 2-component model of reading. Each of these 2 components, decoding and comprehension, is necessary for normal reading to occur. The Simple View of Reading provides a relatively transparent model that can be used by professionals not only to…

Examined validity of test battery, organized by theoretical framework of levels of language processing and production, at end of kindergarten and first grade. At end of kindergarten two levels of oral language (pnonemic and lexical) and at end of first grade three levels of oral language (phonemic, lexical, and text) were correlated with word…

Argues there is ample evidence of the prime significance and hierarchical character of the print medium, and of an absolute need for individual letter recognition from the outset of instruction. Discusses the role of the alphabet and its relationship to its precursor speech sounds for the developing learner. (RS)

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways. (Contains references.) (CR)

Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)

Research conducted since the early 1970s has provided important insights into how written language develops and how teachers can best foster that growth. One of these promotes the holistic approach to language instruction--to nurture the emergent speller is to nurture the emergent reader, writer, speaker, listener, and thinker. Another important…

The purpose of the third edition of this book is to explore what must be involved in reading by addressing such topics as language, information theory, learning theory, the development of spoken language ability, and the physiology of the eye and brain. It is designed to serve as a handbook for language arts teachers, a text on the psychology of…