Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
| Alphabets | 4 |
| Cognitive Ability | 4 |
| Kindergarten | 4 |
| Phoneme Grapheme… | 4 |
| Phonics | 4 |
| Decoding (Reading) | 3 |
| Spelling | 3 |
| Achievement Gains | 2 |
| Associative Learning | 2 |
| Cognitive Processes | 2 |
| Correlation | 2 |
| More ▼ | |
Author
| Sanders, Elizabeth A. | 4 |
| Vadasy, Patricia F. | 4 |
| Cartwright, Kelly B. | 2 |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
Education Level
| Early Childhood Education | 4 |
| Elementary Education | 4 |
| Kindergarten | 4 |
| Primary Education | 4 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Phonics, Alphabets, Cognitive Ability, Emergent Literacy
Download full textVadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Beginning Reading, Reading Instruction, Phonics, Kindergarten
Vadasy, Patricia F.; Sanders, Elizabeth A.; Cartwright, Kelly B. – Journal of Education for Students Placed at Risk, 2023
The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…
Descriptors: Cognitive Ability, Decoding (Reading), Prediction, Language Skills
Vadasy, Patricia F.; Sanders, Elizabeth A.; Cartwright, Kelly B. – Grantee Submission, 2022
The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…
Descriptors: Cognitive Ability, Decoding (Reading), Prediction, Language Skills
