Reading acquisition is a major focus in schools. For students to be literate in the later grades, it is crucial that foundational skills instruction takes place in the primary grades (K-2). In part, foundational skills needed to become a successful reader include phonological and phonemic awareness (PPA). PPA skills are crucial, and researchers…

Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name…

The acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension.…

As an initial step of a larger grant-funded project, this pilot study examined how providing preschool teachers in low socio-economic urban areas with a traditional professional development workshop and subsequent coaching on dialogic reading (DR) strategies affected their storybook reading. Effects on children's receptive and expressive language…

Professional development (PD) of teachers working with students in the first years of learning to read is a privileged way of preventing initial reading difficulties and its effects in the long and short term. This research studies the effects of PD in student reading performance, although the results are not conclusive with regard to which PD…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction…