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Direct linkCarson, Karyn L.; Bayetto, Anne E.; Roberts, Anna F. B. – Communication Disorders Quarterly, 2019
This study investigated the effect of preschool-wide, teacher-implemented, phoneme-focused phonological awareness (PA) and letter-sound knowledge (LSK) instruction, on raising code-based school-entry reading readiness for children with Spoken Language Difficulties (SLD) and Typical Development (TD), when supported by weekly coaching by trainee…
Descriptors: Phonological Awareness, Phonemic Awareness, Phoneme Grapheme Correspondence, Reading Readiness
Peer reviewedFreebody, Peter; Rust, Patricia A. – Journal of School Psychology, 1985
Results from reading tests and demographic variables indicated that knowledge about books and print conventions is strongly related to reading achievement, and is predictive of comprehension involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a…
Descriptors: Elementary Education, Elementary School Students, Foreign Countries, Prediction
Wilinson, Ian; Bain, John – Australian Journal of Reading, 1984
Reviews a study designed to determine whether some of the problems of poor readers are related to inadequately developed story schemata or the inability to use schemata. Discusses the need for teaching strategies to enhance children's knowledge of story structure. (RBW)
Descriptors: Elementary Education, Knowledge Level, Reading Comprehension, Reading Diagnosis
Christiansen, Jack – Australian Journal of Reading, 1979
Offers suggestions for improving beginning teachers' abilities to teach reading, noting the need for greater cooperation between colleges and practicing schools in providing teachers with the proper training in subject matter and teaching skills. Discusses teacher-developed reading and readiness programs, attitudes, and material selection. (FL)
Descriptors: Elementary Secondary Education, Foreign Countries, Higher Education, Informal Assessment
