Phonological awareness has been found to be an important skill underpinning reading development in several alphabetic languages. However, the development of phonological awareness and its relationship to reading development can be influenced by the nature of the language under investigation. While understanding this relationship in Thai language…

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…

This study strived to determine the effectiveness of the AR phonics program relative to the effectiveness of the scripted phonics program for developing the letter identification, sound verbalization, and blending abilities of kindergarten students considered at-risk based on state assessments. The researcher was interested in pretest and posttest…

Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…

This study investigated four widely-used early literacy skills indicators in reflecting growth toward first-grade text reading skills. Examining the progress of 101 students across kindergarten and first grade, Letter Naming Fluency (LNF) and Nonsense Word Fluency (NWF) were more accurate than Initial Sounds Fluency and Phoneme Segmentation…

Forty-eight kindergarten children were assigned to phoneme identity, phoneme manipulation, or language experience programs. Children in the manipulation program made greater gains in blending and segmentation, but children in the phoneme identity condition made greater gains on a test of phonetic cue reading. Implications for reading instruction…

Results of 6 experiments with 109 Australian preschool children favor training in phoneme identity over segmentation as a component of initial reading instruction because it is easier to implement and its relation to alphabetic insight is stronger. Implications for the initial reading curriculum are discussed. (SLD)