Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 5 |
Since 2016 (last 10 years) | 9 |
Since 2006 (last 20 years) | 18 |
Descriptor
Source
Author
Baker, S. K. | 1 |
Beauchat, Katherine A. | 1 |
Blamey, Katrin L. | 1 |
Blow, Adrian J. | 1 |
Bowles, Ryan P. | 1 |
Brand, Susan Trostle | 1 |
Child, Martha | 1 |
Danika L. Pfeiffer | 1 |
Froyen, Laura C. | 1 |
Gehsmann, Kristin M. | 1 |
Gerde, Hope K. | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 18 |
Journal Articles | 13 |
Guides - Classroom - Teacher | 1 |
Guides - General | 1 |
Speeches/Meeting Papers | 1 |
Tests/Questionnaires | 1 |
Education Level
Early Childhood Education | 8 |
Elementary Education | 6 |
Preschool Education | 6 |
Kindergarten | 5 |
Primary Education | 5 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Secondary Education | 1 |
Audience
Teachers | 1 |
Location
Israel | 2 |
Texas (Austin) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Classroom Assessment Scoring… | 1 |
Dynamic Indicators of Basic… | 1 |
Phonological Awareness… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Gehsmann, Kristin M.; Mesmer, Heidi Anne – Reading Teacher, 2023
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.
Descriptors: Emergent Literacy, Beginning Reading, Early Reading, Phonological Awareness
Danika L. Pfeiffer; Stacey L. Pavelko – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: The purposes of this alphabet knowledge (AK) tutorial are to provide (a) a description of its developmental sequence, (b) evidence-based assessment considerations, (c) evidence-based intervention guidance, and (d) a discussion of three service delivery models that speech-language pathologists (SLPs) can use when providing intervention…
Descriptors: Early Childhood Education, Emergent Literacy, Developmental Disabilities, Language Impairments
Baker, S. K.; Santiago, R. T.; Masser, J.; Nelson, N. J.; Turtura, J. – National Center on Improving Literacy, 2018
The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.
Descriptors: Phonological Awareness, Vocabulary Development, Alphabets, Reading Skills
Stainthorp, Rhona – Education 3-13, 2021
This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route…
Descriptors: Psychology, Reading Processes, Alphabets, Models
Nebraska Department of Education, 2021
For students to be able to read and comprehend, they must first develop phonological awareness, the ability to recognize and manipulate the segments of sound in words. To develop this ability, students must be able to identify the following: individual sounds (phonemes) in words; print letters of the alphabet; and corresponding sounds for each…
Descriptors: Reading Instruction, Reading Comprehension, Kindergarten, Phonological Awareness
Share, David L. – International Journal for Research in Learning Disabilities, 2020
The following semi-autobiographical essay tells a cautionary tale about the entrenched Anglocentrism, Eurocentrism, and Alphabetism in reading and reading disabilities (dyslexia) research. Having been born, raised, and educated in an entirely monolingual English-speaking environment, I later migrated to a country where non-European languages…
Descriptors: Reading Difficulties, Dyslexia, Reading Research, Bias
Regional Educational Laboratory Southeast, 2021
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…
Descriptors: Literacy Education, Preschool Children, Language Acquisition, Emergent Literacy
Lucas, Michelle; Poulsen, Helen – Online Submission, 2020
This report summarizes the first year of the prekindergarten partnership between AISD, United Way for Greater Austin, and participating child development centers that served 417 students. Classrooms and students displayed high quality of instruction and academic performance, and teacher professional development opportunities are summarized.
Descriptors: Preschool Education, Partnerships in Education, School Districts, School Community Programs
Pullen, Paige Cullen; Lane, Holly B. – Learning Disabilities: A Multidisciplinary Journal, 2016
Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…
Descriptors: Manipulative Materials, Learning Disabilities, Decoding (Reading), Reading Fluency
Vaiouli, Potheini; Ogle, Lindsey – Young Exceptional Children, 2015
Typical group activities for kindergarten children depend heavily on children's ability to follow directions, respond verbally to adults' prompts, take turns, initiate, and sustain peer interactions. Therefore, young children with autism may often be excluded from academic group activities because their social skills are under-developed or delayed…
Descriptors: Music, Music Education, Learner Engagement, Academic Achievement
Rohde, Leigh – SAGE Open, 2015
The early skills of Emergent Literacy include the knowledge and abilities related to the alphabet, phonological awareness, symbolic representation, and communication. However, existing models of emergent literacy focus on discrete skills and miss the perspective of the surrounding environment. Early literacy skills, including their relationship to…
Descriptors: Emergent Literacy, Alphabets, Phonological Awareness, Models
Korat, Ofra; Shamir, Adina; Segal-Drori, Ora – Early Child Development and Care, 2014
In this paper, we present a series of studies performed in the last decade that examined the contribution of e-books reading to the language and literacy of young Hebrew-speaking children. Children worked with two e-books designed by the researchers to achieve this aim. We present the effect of reading these e-books on the language and literacy of…
Descriptors: Electronic Publishing, Socioeconomic Status, Literacy, Language Skills
Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha – Early Childhood Education Journal, 2014
Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…
Descriptors: Preschool Children, Parent Participation, Home Study, Classroom Environment
Froyen, Laura C.; Skibbe, Lori E.; Bowles, Ryan P.; Blow, Adrian J.; Gerde, Hope K. – Journal of Marriage and Family, 2013
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether…
Descriptors: Marital Satisfaction, Family Relationship, Emotional Response, Preschool Children
What Works Clearinghouse, 2015
This review-specific protocol guides the review of research that informs the What Works Clearinghouse (WWC) intervention reports in the Children and Students with an Autism Spectrum Disorder topic area. The review-specific protocol is used in conjunction with the "WWC Procedures and Standards Handbook" (version 3.0). This review focuses…
Descriptors: Program Effectiveness, Intervention, Autism Spectrum Disorders, Children
Previous Page | Next Page ยป
Pages: 1 | 2