NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
A Structural Equation Model Using Fluency-Based Early Literacy Measures to Predict Emerging Reading Ability in Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Mack D.; Hagan-Burke, Shanna; Zou, Yuanyuan; Kwok, Oiman – Remedial and Special Education, 2010
The reauthorization of the Individuals with Disabilities Education Act has initiated changes that are affecting early literacy assessment, and it has prompted the growing use of measures that incorporate phonological and alphabetic fluency. However, the question of how phonological and alphabetic fluency can inhibit (or promote) reading…
Descriptors: Structural Equation Models, Disabilities, Reading Ability, Kindergarten
Phonological Processing and Emergent Literacy in Spanish-speaking Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Anthony, Jason L.; Williams, Jeffrey M., McDonald, Renee; Corbitt-Shindler, Deborah , Carlson, Coleen D.; Francis, David J. – Annals of Dyslexia, 2006
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was…
Descriptors: Phonemes, Cognitive Ability, Structural Equation Models, Spanish Speaking
Letter Names, Letter Sounds and Phonological Awareness: An Examination of Kindergarten Children across Letters and of Letters across Children
Peer reviewed Peer reviewed
Direct linkDirect link
Evans, Mary Ann; Bell, Michelle; Shaw, Deborah; Moretti, Shelley; Page, Jodi – Reading and Writing: An Interdisciplinary Journal, 2006
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and…
Descriptors: Reading Skills, Kindergarten, Young Children, Alphabets
The Development of Phonological Awareness in Preschool Children.
Peer reviewed Peer reviewed
Carroll, Julia M.; Snowling, Margaret J.; Hulme, Charles; Stevenson, Jim – Developmental Psychology, 2003
At 3 points in time over a 12-month period, this short-term longitudinal study examined 67 preschoolers' syllable, rime, and phoneme awareness; speech and language skills; and letter knowledge. Findings indicated that rime skills developed earlier than phoneme skills. Structural equation models showed that articulatory skills and syllable and rime…
Descriptors: Age Differences, Individual Development, Knowledge Level, Language Skills
Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.
Peer reviewed Peer reviewed
Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy