NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Fien, Hank; Park, Yonghan; Baker, Scott K.; Smith, Jean L. Mercier; Stoolmiller, Mike; Kame'enui, Edward J. – School Psychology Review, 2010
A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. Hypotheses were anchored to Perfetti's verbal efficiency theory and the role of automaticity…
Descriptors: Reading Comprehension, Reading Fluency, Early Reading, School Psychologists
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Hyunjoon – Educational Research and Evaluation, 2008
Using data for 4th graders in primary schools from the Progress in International Reading Literacy Study (PIRLS), I compare across 25 countries the ways in which home literacy environments influence children's reading performance. Examined are three indicators: early home literacy activities, parental attitudes toward reading, and number of books…
Descriptors: Economic Development, Reading Attitudes, Least Squares Statistics, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Haworth, Claire M. A.; Meaburn, Emma L.; Harlaar, Nicole; Plomin, Robert – Mind, Brain, and Education, 2007
Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called "generalist genes". This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading…
Descriptors: Early Reading, Prevention, Learning Disabilities, Genetics
Peer reviewed Peer reviewed
Direct linkDirect link
Georgiou, George, K.; Parrila, Rauno; Kirby, John – Scientific Studies of Reading, 2006
This study examines how rapid automatized naming (RAN) components-articulation time and pause time-develop from kindergarten to the end of first grade and how RAN components are related to different reading measures and to RAN total time. Sixty-two children were administered RAN tasks in kindergarten and at the beginning and end of Grade 1.…
Descriptors: Grade 1, Early Reading, Kindergarten, Reading Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Baker, Scott K.; Gersten, Russell; Haager, Diane; Dingle, Mary – Elementary School Journal, 2006
Validation of a classroom observation measure for use with English Learners (ELs) in grade 1 was the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate ratings of instructional quality on a number of dimensions. In these classrooms we assessed the reading…
Descriptors: Second Language Learning, Grade 1, Early Reading, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Molfese, Victoria J.; Molfese, Dennis L.; Modglin, Arlene T.; Walker, Jennifer; Neamon, Jessica – Journal of Psychoeducational Assessment, 2004
This study examined a new screening tool (Get Ready to Read) for assessing early reading skills in 73 three-year-old and 79 four-year-old children from low-income families and relating performance to more extensive assessments of phonological sensitivity and language skills (vocabulary and print knowledge) that have been found to be related to the…
Descriptors: Early Reading, Low Income Groups, Preschool Children, Emergent Literacy