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Peer reviewed
Direct linkHarlin, Rebecca P. – Journal of Research in Childhood Education, 2007
This issue features seven studies that address affective as well as academic educational outcomes. The first article incorporates teachers' perceptions of the role of technology in supporting English language learners' writing. The second article highlights results for two cohorts of young children served by an Early Reading First program at…
Descriptors: Intervention, Early Reading, Outcomes of Education, Second Language Learning
Rasinski, Timothy; Stevenson, Bruce – Reading Psychology an international quarterly, 2005
This study tested the effects of a fluency-based home reading program called Fast Start. Thirty beginning first-grade students, representing a wide range of early reading abilities, were randomly assigned to experimental or control conditions for a period of 11 weeks. Parents and students in the experimental group received Fast Start training,…
Descriptors: Recognition (Achievement), Early Reading, Experimental Groups, Word Recognition
Download full textSahin, Ismet – Online Submission, 2006
The Ministry of National Education in Turkey initiated a new early reading instruction method in 2004. Analytical approach (Whole Language), as defined in the curriculum, was abandoned and phoneme based approach (Phonics) was introduced. This research has a two year longitudinal perspective and aims to collect the opinions of teachers about the…
Descriptors: Phonemes, Early Reading, Reading Tests, Foreign Countries
Reynolds, Linda; Walker, Sue; Duncan, Alison – Visible Language, 2006
This paper describes a study designed to find out whether children's reading would be affected by line spacing that is wider or narrower than the commonly used default values. The realistic, high quality test material was set using a range of four different line spacing values, and twenty-four children in Years 1 and 2 (between five and seven…
Descriptors: Early Reading, Miscue Analysis, Layout (Publications), Large Type Materials
Haager, Diane, Ed.; Klingner, Janette, Ed.; Vaughn, Sharon, Ed. – Brookes Publishing Company, 2007
In this volume, highly regarded authors in the field of reading research share what they know about today's hottest topic in education--Response to Intervention (RTI), the key to helping struggling students "before they fall behind." More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Approach:…
Descriptors: Grade 1, Early Reading, Reading Research, Prevention
MacCoubrey, Sharon J.; Wade-Woolley, L.; Klinger, D.; Kirby, J.R. – Canadian Modern Language Review, 2004
The present study examined which measures best identify English-speaking French immersion (FI) students at risk of future reading difficulties in French and English. Using reading scores taken in both languages at the end of Grade 1 and beginning of Grade 2, typical and poor reader groups were identified. Measures taken at the beginning of Grade 1…
Descriptors: Immersion Programs, Second Language Learning, High Risk Students, Grade 1
Baker, Bettina – Journal of Early Childhood Teacher Education, 2007
The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these…
Descriptors: Preservice Teacher Education, Preservice Teachers, Methods Courses, Teacher Education Programs
Connor, Carol McDonald; Son, Seung-Hee; Hindman, Annemarie H.; Morrison, Frederick J. – Journal of School Psychology, 2005
Using an ecological model, this study explored the effects of distal and proximal sources of influence on students' learning. We first examined three markers of teacher qualification--elementary education credential, years of education, and years of experience--on observed classroom practices across three dimensions--warmth/responsivity,…
Descriptors: Classroom Techniques, Teacher Certification, Teaching Experience, Vocabulary Development
Hood, Michelle; Conlon, Elizabeth – Dyslexia, 2004
This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgment (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word…
Descriptors: Reading Difficulties, Early Reading, Reading Rate, Grade 1
