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Peer reviewedKirby, John R.; Parrila, Rauno K.; Pfeiffer, Shannon L. – Journal of Educational Psychology, 2003
Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading…
Descriptors: Elementary Education, Foreign Countries, Kindergarten Children, Phonology
Download full textJenkins, Joe; O'Connor, Randi – 2001
This executive summary discusses our current understanding of the difficulties that children with reading/learning disabilities encounter as they start down the road to reading and summarizes research on early identification and intervention. The focus is on children in kindergarten through second grade. Findings from the analysis indicate: (1)…
Descriptors: Beginning Reading, Decoding (Reading), Early Intervention, Elementary Education
