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Direct linkMcTigue, Erin M.; Schwippert, Knut; Uppstad, Per Henning; Lundetrae, Kjersti; Solheim, Oddny Judith – Journal of Educational Psychology, 2021
Research consistently documents that girls outperform boys in literacy achievement, yet, when considering the starting point--early literacy--we do not have consensus on the origin, meaningful nature, or persistence of such differences. In this two-part study analyzing 5,816 Norwegian students (48.1% girls, average age of 6.1 years), we first…
Descriptors: Gender Differences, Males, Emergent Literacy, Foreign Countries
Puhlman, Jane E.; Wood, Carla L. – Communication Disorders Quarterly, 2020
There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to…
Descriptors: Phonological Awareness, Deafness, Hearing Impairments, Speech Language Pathology
Gillon, Gail; McNeill, Brigid; Denston, Amanda; Scott, Amy; Macfarlane, Angus – Topics in Language Disorders, 2020
This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language…
Descriptors: Evidence Based Practice, Phonological Awareness, Oral Language, Speech Impairments
Mellard, Daryl; Woods, Kari; Fall, Emily – Adult Basic Education and Literacy Journal, 2011
We statistically examined the oral reading fluency of 295 adults with low literacy by analyzing total words read per minute and word error rates. We identified four fluency-ability groupings based on standardized assessments of reading-related skills (phonemic awareness, word recognition, vocabulary, comprehension, and general ability). Our…
Descriptors: Reading Difficulties, Reading Fluency, Phonemic Awareness, Word Recognition
Download full textWhat Works Clearinghouse, 2010
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. The first component aims to build…
Descriptors: Computer Assisted Instruction, Reading Programs, Reading Fluency, Reading Comprehension
Kohler, Candida T.; Bahr, Ruth Huntley; Silliman, Elaine R.; Bryant, Judith Becker; Apel, Kenn; Wilkinson, Louise C. – American Journal of Speech-Language Pathology, 2007
Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then…
Descriptors: Black Dialects, North American English, Spelling, Phonemic Awareness
