Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Tests | 1 |
| Elementary School Students | 1 |
| Emergent Literacy | 1 |
| Factor Analysis | 1 |
| Grade 1 | 1 |
| Intonation | 1 |
| Language Rhythm | 1 |
| Listening Comprehension | 1 |
| Morphology (Languages) | 1 |
| Naming | 1 |
| Phonological Awareness | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Oral and Written Language… | 1 |
| Wechsler Individual… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKim, Young-Suk Grace; Petscher, Yaacov – Journal of Educational Psychology, 2016
Emerging evidence suggests that children's sensitivity to suprasegmental phonology such as stress and timing (i.e., prosodic sensitivity) contributes to reading. The primary goal of this study was to investigate pathways of the relation of prosodic sensitivity to reading (word reading and reading comprehension) using data from 370 first-grade…
Descriptors: Grade 1, Elementary School Students, Phonological Awareness, Intonation
