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Revisiting the Home Literacy Model of Reading Development in an Orthographically Consistent Language
Peer reviewed
Direct linkManolitsis, George; Georgiou, George K.; Parrila, Rauno – Learning and Instruction, 2011
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also…
Descriptors: Reading Fluency, Emergent Literacy, Reading Skills, Reading Instruction
LeFevre, Jo-Anne; Polyzoi, Eleoussa; Skwarchuk, Sheri-Lynn; Fast, Lisa; Sowinski, Carla – International Journal of Early Years Education, 2010
Children's experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children's experiences? We hypothesised that relations between parents' practices and children's numeracy skills would mediate the relations…
Descriptors: Numeracy, Kindergarten, Literacy, Foreign Countries
Tafa, Eufimia; Manolitsis, George – Reading Research Quarterly, 2008
The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances,…
Descriptors: Reading Comprehension, Spelling, Reading Fluency, Program Effectiveness
Tafa, Eufimia – Journal of Early Childhood Research, 2004
The purpose of the study discussed in this article was: to record the types of literacy activities in whole-day and half-day kindergarten classrooms, initiated either by teachers during the instructional time or by children during the free-choice center time; to examine the amount of time spent on teacher-initiated literacy activities; and to…
Descriptors: Phonological Awareness, Kindergarten, Literacy Education, Foreign Countries
Papadopoulos, Timothy C.; Charalambous, Athena; Kanari, Androniki; Loizou, Maria – European Journal of Psychology of Education, 2004
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-risk for reading difficulties, in order to support the…
Descriptors: Kindergarten, Intervention, Experimental Groups, Cognitive Processes
Maridaki-Kassotaki, Katerina – European Journal of Psychology of Education, 2002
This study was designed to examine whether there is a relationship between phonological memory and reading ability in Greek-speaking children aged between 6 and 9 years. An additional aim of the study was to investigate whether training of phonological memory during preschool years enhances reading achievement during early school years. In…
Descriptors: Phonological Awareness, Memory, Reading Ability, Greek
