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Goldberg, Hanah R.; Lederberg, Amy R. – Reading and Writing: An Interdisciplinary Journal, 2015
Mastery of the alphabetic principle necessitates learning letter--sound correspondences. In this study, we found evidence of the importance of spoken phonology in the letter--sound learning of 89 deaf or hard-of-hearing (DHH) preschoolers. Only DHH children with at least some ability to perceive speech were included in the study. DHH children were…
Descriptors: Deafness, Hearing Impairments, Alphabets, Phonological Awareness
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Mor, Billy; Prior, Anat – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Reading efficiently in a second language (L2) is a crucial skill, but it is not universally achieved. Here we ask whether L2 reading efficiency is better captured as a language specific skill or whether it is mostly shared across L1 and L2, relying on general language abilities. To this end, we examined word frequency and predictability effects in…
Descriptors: Prediction, Native Language, Second Language Learning, Reading Comprehension
Clemens, Nathan H.; Hsiao, Yu-Yu; Simmons, Leslie E.; Kwok, Oi-man; Greene, Emily A.; Soohoo, Michelle M.; Henri, Maria A.; Luo, Wen; Prickett, Christopher; Rivas, Brenna; Otaiba, Stephanie Al – Assessment for Effective Intervention, 2019
Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who…
Descriptors: Predictive Validity, Kindergarten, Progress Monitoring, Curriculum Based Assessment
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Aljojo, Nahla; Munshi, Asmaa; Almukadi, Wafa; Zainol, Azida; Alanaya, Ihdaa; Albalawi, Hawazin; Alharbi, Ghadeer; Almadani, Nada; Almohammadi, Elaf; Kadu, Alaa; Abdulghaffar, Nadia A. – Journal of Technology and Science Education, 2019
Learning is not limited to a certain age group or a formal study environment. However, the first eight years, and particularly the first three years, are the most important because the effects of the care and attention provided to the child during this period will continue throughout his/her life. A child's early learning processes develop his/her…
Descriptors: Program Design, Program Implementation, Semitic Languages, Pronunciation
Jensen, Mishan – Online Submission, 2019
This report examines the beginning-of-year (BOY) 2018-2019 performance of English learner students (ELs) who attended Austin Independent School District's (AISD) summer school in June 2018. Summer school ELs' performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of…
Descriptors: English Language Learners, Summer Schools, School Districts, Achievement Gains
Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2019
This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus…
Descriptors: Preschool Children, Alphabets, Learning Processes, Language Proficiency
Soto, Xigrid T. – ProQuest LLC, 2019
Young children's emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual…
Descriptors: Emergent Literacy, Phonological Awareness, Alphabets, Predictor Variables
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Nash, Renae; Arciuli, Joanne – Journal of Research in Reading, 2016
Prosodic awareness has been linked with reading accuracy in typically developing children. Although children with autism spectrum disorders (ASD) often have difficulty processing prosody and often have trouble learning to read, no previous study has looked at the link between explicit prosodic awareness and reading in ASD. In the current study, 29…
Descriptors: Suprasegmentals, Reading Skills, Autism, Pervasive Developmental Disorders
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Strang, Tara M.; Piasta, Shayne B. – Reading and Writing: An Interdisciplinary Journal, 2016
In the present study, we examined patterns of code-focused emergent literacy skill growth for children from lower and higher socioeconomic (SES) families enrolled at a high-quality early childhood center. Measures of letter name knowledge, letter sound knowledge, alliteration, and rhyming were collected at three time points over the course of the…
Descriptors: Children, Emergent Literacy, Socioeconomic Status, Early Childhood Education
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Yurtbasi, Metin – Online Submission, 2016
Most of us have read Dale Carnegie's classic "How to make friends and influence people" in which he reveals the secret of human psychology: giving people the "feeling of importance" that they seek. He claims in that work that people feel more friendly toward those who allows them this feeling by caring about them and showing…
Descriptors: Foreign Countries, Foreign Workers, Teachers, Pronunciation
Goswami, Usha; Bryant, Peter – Psychology Press, Taylor & Francis Group, 2016
In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…
Descriptors: Phonology, Language Skills, Reading, Spelling
Nishikawa, Corrie Mieko – ProQuest LLC, 2016
Researchers report that early intervention can reduce and eliminate reading difficulties for early readers. What Works Clearinghouse evaluated several phonological awareness interventions, but only one had positive effects on alphabetics and one had potentially positive effects on phonological processing and alphabetics. Additionally, the most…
Descriptors: Grade 1, Phonological Awareness, Early Intervention, National Competency Tests
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Kwon, Youan; Lee, Changhwan; Tae, Jini; Lee, Yoonhyoung – Journal of Psycholinguistic Research, 2018
The purpose of this study was to examine the role of phonological information on visual word recognition by using letter transposition effects. The Korean writing system gives a unique opportunity to investigate such phenomenon since the transposition of the beginning consonant (onset) and the end consonant (coda) of a certain syllable allows one…
Descriptors: Phonology, Korean, Diagnostic Tests, Phonemes
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Alamargot, Denis; Morin, Marie-France; Simard-Dupuis, Érika – Reading and Writing: An Interdisciplinary Journal, 2018
We set out to (i) assess the handwriting skills of signing deaf students, and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students…
Descriptors: Handwriting, Sign Language, Deafness, Hearing (Physiology)
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Nam, Kyung Min – Journal of Early Childhood Literacy, 2018
Although many young children become literate within an environment in which different writing systems exist, there is little research on what children know about different writing systems and how they understand and develop them when they are learning more than one simultaneously. This qualitative study discusses how Korean EFL (English as a…
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Written Language, Language Classification
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