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Whitney, Carol; Marton, Yuval – Online Submission, 2013
The SERIOL model of orthographic analysis proposed mechanisms for converting visual input into a serial encoding of letter order, which involved hemisphere-specific processing at the retinotopic level. As a test of SERIOL predictions, we conducted a consonant trigram-identification experiment, where the trigrams were briefly presented at various…
Descriptors: Visual Stimuli, Word Recognition, Models, Orthographic Symbols
Ihmeideh, Fathi – European Early Childhood Education Research Journal, 2015
The purpose of this study is to examine the impact of dramatic play centre (DPC) on promoting the development of children's early writing skills in the Jordanian context. It also intends to investigate the forms of children's writing skills that emerge through the use of dramatic play. Observations and interviews were conducted to obtain…
Descriptors: Drama, Play, Writing Skills, Foreign Countries
Greenwood, Charles R.; Carta, Judith J.; Goldstein, Howard; Kaminski, Ruth A.; McConnell, Scott R.; Atwater, Jane – Journal of Early Intervention, 2014
The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…
Descriptors: Response to Intervention, Early Childhood Education, Emergent Literacy, Language Skills
Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk – Grantee Submission, 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…
Descriptors: Oral Language, Attention Control, Kindergarten, Elementary School Students
Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy – Reading Research Quarterly, 2016
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy…
Descriptors: Phonological Awareness, Literacy, Naming, German
Gettinger, Maribeth; Stoiber, Karen C. – Journal of Early Childhood Teacher Education, 2016
This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers' use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included…
Descriptors: Coaching (Performance), Demonstrations (Educational), Evidence Based Practice, Reading Strategies
Cheung, Alan; Mak, Barley; Abrami, Philip; Wade, Anne; Lysenko, Larysa – Journal of Interactive Learning Research, 2016
This pilot project investigated the effects of ABRACADABRA (ABRA), a web-based literacy program developed by the Centre for the Study of Learning and Performance (CSLP) at Concordia University, on primary school children in Hong Kong. A total of 125 Primary 2 students participated in a 14-week long study. Five classes were randomly assigned to…
Descriptors: Foreign Countries, Pilot Projects, Literacy Education, Control Groups
What Works Clearinghouse, 2016
"READ 180®" is a reading program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. "READ 180®" is delivered in 90-minute sessions that include whole-group instruction, three small-group…
Descriptors: Intervention, Reading Programs, Reading Difficulties, Instructional Effectiveness
Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M. – Guilford Press, 2016
Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of…
Descriptors: Early Intervention, Reading Difficulties, Reading Instruction, Kindergarten
Petersen, Anders; Andersen, Tobias S. – Journal of Experimental Psychology: Human Perception and Performance, 2012
The psychometric function of single-letter identification is typically described as a function of stimulus intensity. However, the effect of stimulus exposure duration on letter identification remains poorly described. This is surprising because the effect of exposure duration has played a central role in modeling performance in whole and partial…
Descriptors: Identification, Alphabets, Time, Visual Perception
Robins, Sarah; Treiman, Rebecca; Rosales, Nicole; Otake, Shoko – Reading and Writing: An Interdisciplinary Journal, 2012
Learning about letters, and how they differ from pictures, is one important aspect of a young child's print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent-child conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about…
Descriptors: Alphabets, Visual Aids, Parent Child Relationship, Interpersonal Communication
Fitzsimons, David A.; Jones, David L.; Barton, Belinda; North, Kathryn N. – Clinical Linguistics & Phonetics, 2012
The phonetic symbols used by speech-language pathologists to transcribe speech contain underlying hexadecimal values used by computers to correctly display and process transcription data. This study aimed to develop a procedure to utilise these values as the basis for subsequent computerized analysis of cleft palate speech. A computer keyboard…
Descriptors: Phonetics, Phonetic Transcription, Speech Impairments, Congenital Impairments
Martin, Clara D.; Costa, Albert; Dering, Benjamin; Hoshino, Noriko; Wu, Yan Jing; Thierry, Guillaume – Brain and Language, 2012
Bilingual speakers generally manifest slower word recognition than monolinguals. We investigated the consequences of the word processing speed on semantic access in bilinguals. The paradigm involved a stream of English words and pseudowords presented in succession at a constant rate. English-Welsh bilinguals and English monolinguals were asked to…
Descriptors: Priming, Semantics, Word Recognition, Bilingualism
Guimaraes, Sofia; Parkins, Eric – International Journal of Educational Psychology, 2019
Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a…
Descriptors: Bilingualism, Spelling, Emergent Literacy, Longitudinal Studies
Zuhair, Ahmad – Journal of Education and Practice, 2015
This paper aims at investigating the effect of Arabization of Romanic Alphabets on the development of 9th Grade English as a Foreign Language students' composition writing skills at secondary school level. This experimental study includes 25 secondary school students in their 9th Grade in which English is taught as a foreign language at…
Descriptors: Semitic Languages, Alphabets, Second Language Learning, Second Language Instruction