A hallmark of skilled reading is recognizing written words automatically from memory by sight. How beginning readers attain this skill is explained. They must acquire foundational knowledge, including phonemic segmentation, grapheme-phoneme knowledge, decoding, and spelling skills. When these skills are applied, spellings of words become bonded to…

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…

Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this…

The purpose of the current study is to investigate the effect of interactive book reading activities on children's print and phonemic awareness skills. In the current study, the semi-experimental pretest-posttest control group design was used. The sampling of the study consists of 34 children attending independent kindergartens in the city of…

The purpose of this study is to examine the language acquisition approaches whose conceptions of language acquisitions are transferred to learning environments through adjustments made on the basis of application methods. The paper also discussed their similarities and differences. Different approaches to language acquisition in various…

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the…

Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and…

The current study examined the effectiveness of a novel method of delivering classwide literacy instruction in preschool. The need to improve preschool instruction with evidenced based techniques, especially around literacy instruction is warranted. Four preschool classrooms were involved in the study for a total of 95 students and 4 teachers.…

Practitioner knowledge, as the center for change in teacher education, is the heart of The Carnegie Project of the Educational Doctorate (CPED) program. Margaret Lata and Susan Wunder explain a key principal of CPED is to grow practitioners as change agents, through the development of a Problem of Practice. In their article, Investing in the…

The current study used a pretest-posttest randomized control group design with 73 Head Start students, ages 3-5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3-4 days a week for 13 weeks. Children in the treatment group received a 10-15 min…

Individuals who have difficult-to-understand speech and minimal reading skills are often limited to icon or picture-based augmentative and alternative communication (AAC) strategies. However, basic phonemic awareness skills could make strategies such as alphabet supplementation, in which the speaker selects the first letter of words they are…

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that…

The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were…

A curriculum model for teaching Arabic that closely follows the "Natural Approach" is outlined. The method stresses skill development through language use in a variety of realistic situations from the outset of the course. It differs from traditional approaches to Arabic instruction in its emphasis on the communication of meaningful…