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María-José González-Valenzuela; Dolores Lopez-Montiel; Félix Díaz-Giraldez; Isaías Martín-Ruiz – International Journal of Early Childhood, 2024
Interest in the cognitive precursors of literacy has been increasing in recent years since reading and writing are essential components of functional learning in the first years of schooling and of school success in later educational stages. However, it can be observed that while studies on the relationship between cognitive variables and reading…
Descriptors: Spanish, Literacy, Elementary School Students, Longitudinal Studies
Howard Goldstein; Lindsey A. Peters-Sanders; Keri M. Madsen; Jeffrey M. Williams; Jack Drobisz; Elizabeth A. Broome; Susan Freda; Lauren A. McKeever; Trina D. Spencer – Grantee Submission, 2024
Purpose: Phonological awareness and alphabet knowledge are fundamental building blocks for literacy development. We identified preschoolers with persistent delays in these skills and evaluated the efficacy of a supplemental curriculum to remediate deficits in early literacy skills. Method: Using a cluster design, 21 classrooms were randomly…
Descriptors: Early Childhood Teachers, Literacy Education, Literacy, Emergent Literacy
Jinger Pan; Catherine McBride; Joyce Lok Yin Kwan; Hua Shu – Reading and Writing: An Interdisciplinary Journal, 2025
While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…
Descriptors: Native Language, Second Language Learning, Chinese, Socioeconomic Status
Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008
Walsh, 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
Solari, Emily J.; Henry, Alyssa R.; Grimm, Ryan P.; Zajic, Matthew C.; McGinty, Anita – Autism: The International Journal of Research and Practice, 2022
Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the…
Descriptors: Kindergarten, Autism, Pervasive Developmental Disorders, Literacy Education
Daria Khanolainen; Maria Psyridou; Kenneth Eklund; Tuija Aro; Minna Torppa – Scientific Studies of Reading, 2024
Purpose: Reading fluency establishes the basis for the strong literacy skills needed for academic success. We aim to trace how reading fluency develops from childhood to adulthood and identify factors that influence this development. Method: In this study, 200 families were followed. All participating children (N = 200, 47% female) were ethnic…
Descriptors: Reading Fluency, Growth Models, Student Development, Children
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
Vataja, Pia; Lerkkanen, Marja-Kristiina; Aro, Mikko; Westerholm, Jari; Risberg, Ann-Katrine; Salmi, Paula – Scandinavian Journal of Educational Research, 2022
The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish-Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN),…
Descriptors: Literacy, Monolingualism, Bilingual Students, Finno Ugric Languages
Fatimah Hafiz – ProQuest LLC, 2021
The current study aimed to investigate Saudi preschool teachers' beliefs about emergent literacy skills and practices. To this end, an explanatory, sequential mixed methods research design was adopted. The study involved two phases. The first involved a Q methodology approach to answer the overarching questions, "What are Saudi preschool…
Descriptors: Preschool Teachers, Beliefs, Emergent Literacy, Teaching Methods
Haase, Astrid; Steinbrink, Claudia – Reading and Writing: An Interdisciplinary Journal, 2022
Studies investigating relations between morphological awareness and literacy in German, a language with a rather transparent but asymmetric orthography, are sparse. Little is known about the role of grade level for these relationships and of their relative strength compared to those between other language-related variables and literacy skills.…
Descriptors: Morphology (Languages), Grade 2, Grade 3, Grade 4
Kandia Lewis; Jessica A. R. Logan; Leiah J. G. Thomas; Naomi Schneider; Cynthia M. Zettler-Greeley; Laura L. Bailet; Shayne B. Piasta – Grantee Submission, 2023
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…
Descriptors: Preschool Children, Preschool Education, Small Group Instruction, Child Behavior
Kandia Lewis; Jessica A. R. Logan; Leiah J. G. Thomas; Naomi Schneider; Cynthia M. Zettler-Greeley; Laura L. Bailet; Shayne B. Piasta – Early Education and Development, 2023
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger…
Descriptors: Preschool Children, Preschool Education, Small Group Instruction, Child Behavior
Schaughency, Elizabeth; Linney, Kelsi; Carroll, Jane; Das, Shika; Riordan, Jessica; Reese, Elaine – Reading Research Quarterly, 2023
This study evaluated a parent-mediated preventive intervention for children's literacy skills 1 year after participation. Parents of 3 1/2 to 4 1/2-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness…
Descriptors: Preschool Children, Prevention, Intervention, Literacy
Zoll, Susan; Feinberg, Natasha; Saylor, Laura – Teachers College Press, 2023
Teaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development. Readers will gain a solid overview…
Descriptors: Montessori Method, Teaching Methods, Instructional Materials, Reading Instruction
Kandia Lewis; Alida Hudson; Jessica A. R. Logan; Shayne B. Piasta; Cynthia M. Zettler-Greeley; Laura L. Bailet – Grantee Submission, 2025
For preschool-aged children at-risk for literacy difficulties, we examined whether classroom and home environments were jointly associated with literacy skill gains and whether environments moderated response to intervention (n = 281). We first used a person-centered approach to characterize children's classroom and home environments, identifying…
Descriptors: Preschool Children, Literacy, Learning Problems, Classroom Environment