Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Alphabets | 1 |
| Beginning Reading | 1 |
| Cues | 1 |
| Elementary School Students | 1 |
| Emergent Literacy | 1 |
| Expressive Language | 1 |
| Feedback (Response) | 1 |
| Foreign Countries | 1 |
| Interaction | 1 |
| Longitudinal Studies | 1 |
| Miscue Analysis | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDavis, Bronwen J.; Evans, Mary Ann; Reynolds, Kailey Pearl – Scientific Studies of Reading, 2010
We studied 52 parent-child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped…
Descriptors: Alphabets, Phonological Awareness, Miscue Analysis, Parents
