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Do Family Learning Phonics Courses Improve Parents' Reading-Related Skills and Ability to Support Their Children's Reading?
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Hulme, Rachael C.; Webber, Charlotte E.; Fox, Amy C.; Ricketts, Jessie; Shapiro, Laura R.; Taylor, J. S. H. – Journal of Research in Reading, 2022
Background: Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a…
Descriptors: Foreign Countries, Phonics, Parents, Family Involvement
Does the PMSP Connectionist Model of Single Word Reading Learn to Read in the Same Way as a Child?
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Powell, Daisy; Plaut, David; Funnell, Elaine – Journal of Research in Reading, 2006
The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network's non-word reading was poor relative to word reading when compared with the…
Descriptors: Foreign Countries, Early Reading, Models, Instructional Effectiveness
Effectiveness of Reading Intervention in Junior School.
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Fawcett, Angela J.; Nicolson, Roderick I.; Moss, Helen; Nicolson, Margaret K.; Reason, Rea – Educational Psychology: An International Journal of Experimental Educational Psychology, 2001
Presents a study evaluating the effect of reading intervention with children at risk of reading failure. Explains the program spanned 10 weeks and emphasized word building and phonics skills. States there is a need for continual support as opposed to a short intervention. Includes references. (CMK)
Descriptors: Educational Research, Elementary Education, Elementary School Students, Foreign Countries