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Eric B. Claravall; Erica Walthall – Reading Teacher, 2024
It has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4-5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation,…
Descriptors: Social Justice, Literacy Education, Middle Class, Teaching Methods
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Romeo, Rachel R.; Uchida, Lili; Christodoulou, Joanna A. – New Directions for Child and Adolescent Development, 2022
In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability…
Descriptors: Socioeconomic Status, Reading Achievement, Outcomes of Education, Neurosciences
Sharon R. Vaughn; Candace S. Bos – Pearson, 2024
"Strategies for Teaching Students with Learning and Behavior Disabilities" prepares teachers to meet elementary and secondary students' needs in a variety of settings. It builds a foundation with information about general teaching and learning approaches, then turns to specific content areas such as reading, math, oral and written…
Descriptors: Students with Disabilities, Learning Disabilities, Behavior Problems, Elementary Secondary Education
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Church, Jessica A.; Grigorenko, Elena L.; Fletcher, Jack M. – Reading Research Quarterly, 2023
To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…
Descriptors: Genetics, Brain Hemisphere Functions, Reading Processes, Oral Language
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Ren, Jinglei; Wang, Min; Arciuli, Joanne – Developmental Psychology, 2023
The purpose of this meta-analytic review is to investigate the relation between statistical learning (SL) and language-related outcomes, and between SL and reading-related outcomes. A comprehensive search of peer-reviewed published research resulted in 42 articles with 53 independent samples and 201 reported effect sizes (Pearson's r). Results of…
Descriptors: Meta Analysis, Correlation, Reading Skills, Outcomes of Education
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Silva-Maceda, Gabriela; Camarillo-Salazar, Blanca Flor – Child Language Teaching and Therapy, 2021
This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery…
Descriptors: Reading Comprehension, Reading Achievement, Achievement Gains, Reading Instruction
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Ubbes, Valerie A.; Ausherman, Judith A. – Health Educator, 2018
The purpose of this historical project was to compare 19th and 20th century books that originated approximately 165 years apart from collections at Miami University (Oxford, OH) in order to interpret how an early language and vocabulary may have emerged from literacy practices of reading printed books to form an early conception of health…
Descriptors: Books, History, Language Usage, Vocabulary
Kim, Min Young – ProQuest LLC, 2018
This dissertation study aims to theorize an instructional practice which I labeled languaging thinking. Languaging thinking is conceptualized as a social practice in which teachers and students make visible and discuss how to think about a particular task, topic, or activity, through the use of spoken and written language and related semiotic…
Descriptors: Reading Instruction, Ethnography, English Instruction, Language Arts
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Pham, Giang T.; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2021
Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…
Descriptors: Oral Language, Decoding (Reading), Reading Comprehension, Vietnamese People
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Johnston, Susan S.; O'Keeffe, Breda V.; Stokes, Kristen – TEACHING Exceptional Children, 2018
The ability to use written language to communicate receptively (i.e., reading) and expressively (i.e., writing) is important in school, work, and independent living. Students who struggle early with reading have difficulty catching up with their peers as they move through school and in academic areas that rely on reading proficiency. Individuals…
Descriptors: Emergent Literacy, Physical Disabilities, Written Language, Reading Instruction
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González-Valenzuela, María-José; Martín-Ruiz, Isaías – Remedial and Special Education, 2017
The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language…
Descriptors: Foreign Countries, Early Intervention, Emergent Literacy, At Risk Students
Murphy, P. Karen; Firetto, Carla M.; Wei, Liwei; Li, Mengyi; Croninger, Rachel M. V. – Grantee Submission, 2016
Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from…
Descriptors: Reading Comprehension, Critical Thinking, Group Discussion, Teaching Methods
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Tanimoto, S.; Thompson, R.; Berninger, V. W.; Nagy, W.; Abbott, R. D. – Journal of Computer Assisted Learning, 2015
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired…
Descriptors: Grade 4, Grade 5, Grade 6, Grade 8
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Miller, Paul – Journal of Special Education, 2013
This study focuses on similarities and differences in the processing of written text by individuals with prelingual deafness from different reading levels that used Hebrew as their first spoken language and Israeli Sign Language as their primary manual communication mode. Data were gathered from three sources, including (a) a sentence…
Descriptors: Reading Instruction, Sign Language, Reading Comprehension, Oral Language
Ukrainetz, Teresa A., Ed. – PRO-ED, Inc., 2015
"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…
Descriptors: Speech Language Pathology, Allied Health Personnel, Language Acquisition, Intervention
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