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Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008
Download full textWalsh, Elias; Deke, John; Robles, Silvia; Streke, Andrei; Thal, Dan – What Works Clearinghouse, 2023
The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and…
Descriptors: Bayesian Statistics, Meta Analysis, Early Intervention, Literacy
Direct linkHolliman, Andrew J.; Mundy, Ian R.; Wade-Woolley, Lesly; Wood, Clare; Bird, Chelsea – Educational Psychology, 2017
Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with…
Descriptors: Predictor Variables, Intonation, Phonemic Awareness, Short Term Memory
Judge, Jeannie; Knox, Paul C.; Caravolas, Marketa – Dyslexia, 2013
Spatial attention performance was investigated in adults with dyslexia. Groups with and without dyslexia completed literacy/phonological tasks as well as two spatial cueing tasks, in which attention was oriented in response to a centrally presented pictorial (arrow) or alphabetic (letter) cue. Cued response times and orienting effects were largely…
Descriptors: Dyslexia, Attention, Cues, Spatial Ability
Hamilton, Lorna G.; Hayiou-Thomas, Marianna E.; Hulme, Charles; Snowling, Margaret J. – Scientific Studies of Reading, 2016
The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of…
Descriptors: Foreign Countries, Family Environment, Family Literacy, Predictor Variables
Moll, Kristina; Loff, Ariana; Snowling, Margaret J. – Scientific Studies of Reading, 2013
The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family…
Descriptors: Dyslexia, Cognitive Ability, Neurological Impairments, Comparative Analysis
Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha – Reading Research Quarterly, 2013
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…
Descriptors: Literacy, Foreign Countries, Control Groups, Phonemes
Peer reviewedWood, Clare; Terrell, Colin – Educational Psychology: An International Journal of Experimental Educational Psychology, 1998
Reports on a study designed to resolve debates regarding whether phonemic awareness is acquired naturally as part of phonological awareness, or whether it is an artifact of reading tuition. Describes a study of preliterate children, presents results of multiyear observations of students' literacy, and discusses implications for the developmental…
Descriptors: Child Development, Early Childhood Education, Foreign Countries, Phonemic Awareness
Peer reviewedMacmillan, Bonnie M. – Journal of Research in Reading, 2002
Presents three research claims that may have influenced the adoption of rhyme and analogy as part of the National Literacy Strategy. Notes that the three claims are: rhyme awareness is related to reading ability; rhyme awareness affects reading achievement; and rhyme awareness leads to the development of phoneme awareness. Concludes that not one…
Descriptors: Beginning Reading, Foreign Countries, Phonemic Awareness, Primary Education
Hatcher, Peter J.; Hulme, Charles; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2004
Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions,…
Descriptors: Reading Difficulties, Phonetics, Phonemes, Reading Failure
