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Direct linkPizzi, Emily – ProQuest LLC, 2023
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…
Descriptors: Reading Instruction, Phonological Awareness, Instructional Design, Reading Skills
Peer reviewedEric D. Hand; Christopher J. Lonigan; Cynthia S. Puranik – Reading and Writing: An Interdisciplinary Journal, 2024
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…
Descriptors: Kindergarten, Grade 1, Prediction, Reading Skills
Download full textBerg, Juliette; Silander, Megan; Bowdon, Jill; O'Dwyer, Laura; Dunn-Grandpre, Hannah – Regional Educational Laboratory Midwest, 2021
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…
Descriptors: Coaching (Performance), Faculty Development, Reading Achievement, Reading Improvement
Regional Educational Laboratory Midwest, 2021
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…
Descriptors: Coaching (Performance), Faculty Development, Reading Achievement, Reading Improvement
Berg, J.; Silander, M.; Bowdon, J.; O'Dwyer, L.; Dunn-Grandpre, H. – Regional Educational Laboratory Midwest, 2021
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…
Descriptors: Coaching (Performance), Faculty Development, Reading Achievement, Reading Improvement
Regional Educational Laboratory Midwest, 2021
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…
Descriptors: Coaching (Performance), Faculty Development, Reading Achievement, Reading Improvement
