Publication Date
In 2025 | 17 |
Since 2024 | 82 |
Since 2021 (last 5 years) | 304 |
Since 2016 (last 10 years) | 695 |
Since 2006 (last 20 years) | 1295 |
Descriptor
Source
Author
Treiman, Rebecca | 31 |
Downing, John | 23 |
Justice, Laura M. | 20 |
Aram, Dorit | 14 |
Perea, Manuel | 12 |
Hulme, Charles | 11 |
Sanders, Elizabeth A. | 11 |
Al Otaiba, Stephanie | 10 |
Vadasy, Patricia F. | 10 |
Ehri, Linnea C. | 9 |
Kim, Young-Suk | 9 |
More ▼ |
Publication Type
Education Level
Early Childhood Education | 429 |
Elementary Education | 423 |
Primary Education | 260 |
Kindergarten | 245 |
Preschool Education | 162 |
Grade 1 | 159 |
Higher Education | 112 |
Postsecondary Education | 82 |
Grade 2 | 78 |
Grade 3 | 51 |
Grade 4 | 50 |
More ▼ |
Audience
Teachers | 88 |
Practitioners | 77 |
Students | 58 |
Researchers | 20 |
Parents | 10 |
Administrators | 5 |
Media Staff | 4 |
Community | 1 |
Location
Australia | 35 |
Canada | 35 |
Israel | 29 |
California | 28 |
Turkey | 25 |
China | 24 |
United Kingdom (England) | 23 |
Netherlands | 21 |
India | 20 |
Florida | 18 |
France | 18 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 7 |
Meets WWC Standards with or without Reservations | 7 |
Does not meet standards | 5 |
Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
Dreisbach, Gesine; Wenke, Dorit – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The goal of the presented experiments was to investigate the dynamic interplay of task shielding and its relaxation during task switching. Task shielding refers to the finding that single task sets in terms of 2-choice categorization rules help shielding against distraction from irrelevant stimulus attributes. During task switching, this shielding…
Descriptors: Cognitive Processes, Classification, Creative Thinking, Task Analysis
Rieder, David – Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 2010
"As compositionists delve more deeply into the material and technical dimensions of digital media, the contemporary arts should be valued as a source for new approaches to hybrid forms of writing and textuality." In addition to "Typographia", this work includes a companion essay (PDF): From Street to Software: How a Lettered…
Descriptors: Alphabets, Writing (Composition), Art, Rhetoric
Wang, Ying; McBride-Chang, Catherine; Chan, Shing Fong – Reading and Writing: An Interdisciplinary Journal, 2014
Ninety-four Mainland Chinese children in the second and third years of kindergarten (mean age = 65 months, SD = 6.94) were tested on Pinyin letter-name knowledge, invented Pinyin spelling, general copying skills of unfamiliar print (in Korean, Hebrew and Vietnamese, ultimately combined to create a pure copying factor), delayed copying of…
Descriptors: Foreign Countries, Kindergarten, Orthographic Symbols, Spelling
Hall, Anna H.; Toland, Michael D.; Grisham-Brown, Jennifer; Graham, Steve – Early Childhood Education Journal, 2014
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…
Descriptors: Alphabets, Preschool Education, Preschool Children, Disadvantaged Youth
Taha, Haitham; Ibrahim, Raphiq; Khateb, Asaid – Reading Psychology, 2014
The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error…
Descriptors: Reading Difficulties, Learning Disabilities, Phonology, Error Patterns
Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik – Educational Psychology, 2017
The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…
Descriptors: Foreign Countries, Reading Skills, Self Concept, Reading Ability
Steacy, Laura M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Educational Psychology, 2017
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…
Descriptors: Individual Differences, Word Recognition, Word Frequency, Predictor Variables
Burke, Victoria – ProQuest LLC, 2012
Siegler's (1996) overlapping waves model of strategy development applied to reading posits that children use multiple strategies to read words from the earliest stage of reading development, that these strategies coexist over a long period of time, and that experience results in gradual change in the strategies children use and the…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Early Reading
Lundberg, Ingvar; Larsman, Pernilla; Strid, Anna – Reading and Writing: An Interdisciplinary Journal, 2012
Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool year in two cohorts. Between the assessments, a training program was implemented. A two-level…
Descriptors: Preschool Children, Phonological Awareness, Reading Skills, Socioeconomic Status
Treiman, Rebecca; Kessler, Brett – Language Learning and Development, 2013
Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Young children learn about some of the salient graphic characteristics of written texts and attempt to reproduce these…
Descriptors: Alphabets, Writing (Composition), Language Acquisition, Morphology (Languages)
Ouellette, 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
Foy, Judith G.; Mann, Virginia A. – Reading and Writing: An Interdisciplinary Journal, 2013
The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…
Descriptors: Early Reading, Reading Skills, Executive Function, Kindergarten
Ehrich, John Fitzgerald; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa Catherine – Language Awareness, 2013
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both…
Descriptors: Evidence, Neurology, Reading Research, Mandarin Chinese
Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A. – Infant and Child Development, 2015
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…
Descriptors: Social Development, Emotional Development, Competence, Predictor Variables