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Direct linkRoberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2020
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired-associate learning of correspondences between letter names and sounds. In decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Download full textRoberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2019
This study investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired associate learning of correspondences between letter names and sounds. In Decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2015
In this exploratory study we examine the value of exposure to the spelling and pronunciation of word forms when introducing the meanings of new and difficult vocabulary words. Kindergarten English learners were randomly assigned to one of two types of storybook reading delivered by tutors. Students in both treatments listened to short stories…
Descriptors: Spelling, Vocabulary, Pronunciation, Difficulty Level
Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2014
In this exploratory study the researchers examined examine the value of exposure to the spelling and pronunciation of word forms when introducing the meanings of new and difficult vocabulary words. Researchers randomly assigned kindergarten English learners to one of two types of storybook reading delivered by tutors. Students received individual…
Descriptors: Spelling, Vocabulary, Pronunciation, Difficulty Level
Vadasy, Patricia F.; Nelson, J. Ron – Guilford Publications, 2012
Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions…
Descriptors: Direct Instruction, Learning Problems, Word Lists, Learning Strategies
Jenkins, Joseph R.; Peyton, Julia A.; Sanders, Elizabeth A.; Vadasy, Patricia F. – Scientific Studies of Reading, 2004
At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons,…
Descriptors: Grade 1, Tutoring, Story Reading, Phonics
