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Download full textNebraska Department of Education, 2021
For students to be able to read and comprehend, they must first develop phonological awareness, the ability to recognize and manipulate the segments of sound in words. To develop this ability, students must be able to identify the following: individual sounds (phonemes) in words; print letters of the alphabet; and corresponding sounds for each…
Descriptors: Reading Instruction, Reading Comprehension, Kindergarten, Phonological Awareness
Peer reviewedRegional Educational Laboratory Southeast, 2021
This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology…
Descriptors: Literacy Education, Preschool Children, Language Acquisition, Emergent Literacy
Doolittle, Martha; Hutchins, Shaun – Online Submission, 2018
This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds,…
Descriptors: School Districts, Kindergarten, School Readiness, Screening Tests
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Kosanovich, Marcia; Lee, Laurie; Foorman, Barbara – Regional Educational Laboratory Southeast, 2020
This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four…
Descriptors: Preschool Teachers, Kindergarten, Family Role, Reading Skills
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah – What Works Clearinghouse, 2016
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Direct linkManyak, Patrick C. – Reading Teacher, 2008
Several decades of research have established the critical role of phonemic awareness in the development of beginning reading. In particular, phonemic awareness makes early phonics instruction useful for children and facilitates their ability to blend letter sounds while decoding words, to learn sight words reliably, and to spell phonetically. A…
Descriptors: Phonics, Phonemes, Phonology, Beginning Reading
Silven, Maarit; Poskiparta, Elisa; Niemi, Pekka; Voeten, Marinus – Journal of Educational Psychology, 2007
The course of language acquisition from infancy to public primary school was followed in a sample of 56 Finnish children to examine precursors to reading at first grade. Structural equation modeling of continuity suggested effects from growth in early vocabulary to mastery of inflectional forms at preschool age. The early language directly…
Descriptors: Phonemes, Structural Equation Models, Language Acquisition, Reading Skills
Ritchey, Kristen D.; Speece, Deborah L. – Contemporary Educational Psychology, 2006
Information processing theory suggests that sublexical fluency skills are important to word reading development, but there are few supportive data. This study investigated if sublexical fluency (letter name fluency, letter sound fluency, and phoneme segmentation fluency) contributed to the development of word reading and spelling in 92…
Descriptors: Reading Fluency, Cognitive Processes, Beginning Reading, Spelling
Alonzo, Julie; Liu, Kimy; Tindal, Gerald – Behavioral Research and Teaching, 2007
In this technical report, the authors describe the development and piloting of reading comprehension measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fifth grade. They begin with a brief overview of the two conceptual frameworks underlying the…
Descriptors: Reading Comprehension, Emergent Literacy, Test Construction, Literacy Education
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2007
In this technical report, the authors describe the development alternate forms of three types of early literacy measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying…
Descriptors: Emergent Literacy, Measures (Individuals), Naming, Alphabets
Donat, Dorothy J. – Reading & Writing Quarterly, 2006
The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…
Descriptors: Time Factors (Learning), Reading Skills, Time Management, Literacy
