The quantitative methods study examined and compared the knowledge of phonological awareness between preschool and kindergarten teachers. A multiple-choice knowledge survey was utilized to determine levels of understanding between the two groups of teachers. The knowledge survey consisted of questions pertaining to definitions of phonological…

The purpose of this quantitative study was to determine if providing targeted professional development (AIM Pathways to Proficient Reading) in foundational literacy skills based on the science of reading and Structured Literacy can lead to a difference in teacher knowledge and to determine a relationship between teacher knowledge and student…

This article reviews literature published between 2010 and 2022 on the integration of tablets in phonological awareness and phonics instruction in kindergarten and the elementary grades. Studies involving phonological awareness skills compared traditional methods with tablet instruction and investigated tablet integration with teacher guidance,…

Since 2012, when preparatory grade (PG) became compulsory in Romania for 6-year olds, little understanding has been gained of how children's literacy evolves in PG, although over the same period, Romanian 15-year olds' reading performance has shown no signs of improvement (Noveanu et al., 2023). Children enter school with broadly varying literacy…

Over half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children's language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech-related vocalizations in preschool classrooms and…

The problem addressed in this study was kindergarteners in public, rural schools struggle with phonemic awareness, causing their reading development to be delayed. The purpose of this qualitative narrative inquiry study was to explore through the stories of kindergarten teachers whether students from a public, rural setting struggled with a lack…

This study examined the nature of young children's literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation…

This study explored the importance and teacher self-efficacy in presenting instruction of phonemic and phonological awareness. The problem addressed was many teachers lack the pedagogical content knowledge of phonemic and phonological awareness. The purpose of this collective case study was to examine the knowledge and self-efficacy of classroom…

This transnational comparative study between Costa Rica and the United States provides an in-depth understanding of the similarities and differences of the early literacy practices of educators in the Pre-Kindergarten to Kindergarten classroom settings. Drawing upon Costa Rica's curricular approach to Early Childhood Education, based upon the…

This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.

The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children's literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on…

The National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta-analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first-grade students and…

The inclusion of prekindergarten programs has increased awareness as to whether or not children are gaining the readiness skills necessary for a successful entry into kindergarten. This study examined the impact of preschool experiences on kindergarteners' reading readiness levels. This study determined whether or not there were differences in…

Purpose: The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting…

There is considerable concern regarding our nation's literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child's literacy skills provided they have the required knowledge and tools. Professional development…