Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Alphabets | 1 |
| Beginning Reading | 1 |
| Elementary School Students | 1 |
| Emergent Literacy | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Individual Differences | 1 |
| Kindergarten | 1 |
| Oral Language | 1 |
| Phonemic Awareness | 1 |
| Phonological Awareness | 1 |
| More ▼ | |
Source
| Journal of Research in Reading | 1 |
Author
| Haley, Allyson | 1 |
| Ouellette, Gene P. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkOuellette, Gene P.; Haley, Allyson – Journal of Research in Reading, 2013
This research evaluated possible sources of individual differences in early explicit, smaller segment phonological awareness. In particular, the unique contributions of oral vocabulary and alphabetic knowledge to phonemic awareness acquisition were examined across the first year of school. A total of 57 participants were tested in kindergarten…
Descriptors: Alphabets, Individual Differences, Phonemic Awareness, Vocabulary Development
