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Writing in Young Deaf Children
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Williams, Cheri; Mayer, Connie – Review of Educational Research, 2015
The authors conducted an integrative review of the research literature on the writing development, writing instruction, and writing assessment of young deaf children ages 3 to 8 years (or preschool through third grade) published between 1990 and 2012. A total of 17 studies were identified that met inclusion criteria. The analysis examined research…
Descriptors: Writing (Composition), Writing Instruction, Writing Evaluation, Young Children
Ages of Speech Sound Acquisition: Comparisons and Critiques of Several Normative Studies.
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Smit, Ann B. – Language, Speech, and Hearing Services in Schools, 1986
Studies of normative ages of speech sound acquisition vary in speech sample and methods used. Review of studies which sample spontaneous speech indicates that these data have characteristics that make them difficult to use as norms. Desirable characteristics of normative investigations of speech and sound acquisition are proposed. (Author/CL)
Descriptors: Developmental Stages, Language Acquisition, Norms, Phonemes
Metalinguistic Abilities and Learning to Read.
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Gibb, C.; Randall, P. E. – Educational Research, 1988
The authors suggest that children's knowledge that the words they use are made of discrete sounds may be as important as understanding grapheme-phoneme correspondences for the beginning reader. Evidence is cited to show that children who demonstrate this insight perform better in learning to read and that metalinguistic insight can be taught.…
Descriptors: Beginning Reading, Elementary Education, Phoneme Grapheme Correspondence, Reading Processes
The National Reading Panel Report. Practical Advice for Teachers
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Shanahan, Timothy – Learning Point Associates / North Central Regional Educational Laboratory (NCREL), 2005
Research has shown that students can be taught to comprehend the material better while they are reading. Successful instruction of this type has usually focused on the teaching of comprehension strategies--that is, intentional actions students can use during reading to guide their thinking. Such strategies improve both understanding and memory.…
Descriptors: Teaching Methods, Reading Comprehension, Reading Instruction, Phonemes
What Speech-Language Pathologists Need To Know about Early Reading.
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Snow, Catherine E.; Scarborough, Hollis S.; Burns, M. Susan – Topics in Language Disorders, 1999
This article summarizes the National Research Council's conclusions concerning key developmental milestones in the various domains relevant to reading success, including phonological awareness, letter identification, the alphabetic principle, automatic word recognition, and comprehension strategies. Beneficial opportunities for preschoolers and…
Descriptors: Beginning Reading, Developmental Stages, Early Childhood Education, Phoneme Grapheme Correspondence
From Ear to Cortex: A Perspective on What Clinicians Need To Understand about Speech Perception and Language Processing.
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Nittrouer, Susan – Language, Speech, and Hearing Services in Schools, 2002
This article reviews experiments that have revealed developmental changes in speech perception that accompany improvements in access to phonetic structure. It explains how these perceptual changes appear to be related to other aspects of language development. Evidence is provided that these changes result from adequate language experience in…
Descriptors: Acoustic Phonetics, Auditory Discrimination, Auditory Perception, Child Development