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Direct linkWhite, Kelley Mayer – Early Childhood Research Quarterly, 2013
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for…
Descriptors: Kindergarten, Conflict, Receptive Language, Language Acquisition
Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R. – Journal of Communication Disorders, 2011
It is well established that monolingual preschoolers' oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children's abilities in one language do…
Descriptors: Bilingualism, Oral Language, Language Acquisition, Reading Ability
Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School
Cadima, Joana; McWilliam, R. A.; Leal, Teresa – International Journal of Behavioral Development, 2010
This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household…
Descriptors: Reading Comprehension, Phonological Awareness, At Risk Persons, Multivariate Analysis
Rvachew, Susan – American Journal of Speech-Language Pathology, 2007
Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological…
Descriptors: Speech Impairments, Preschool Children, Reading Skills, Phonological Awareness
Evans, Mary Ann; Bell, Michelle; Shaw, Deborah; Moretti, Shelley; Page, Jodi – Reading and Writing: An Interdisciplinary Journal, 2006
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and…
Descriptors: Reading Skills, Kindergarten, Young Children, Alphabets
Liiva, Colleen A.; Cleave, Patricia L. – Journal of Speech, Language, and Hearing Research, 2005
This study compared the abilities of children with specific language impairment (SLI; n=10) and typically developing (TD) children (n=13) to access and participate in an ongoing interaction between two unfamiliar peer partners. Results revealed that all children in the study accessed by either making an unprompted initiation toward their peers…
Descriptors: Language Impairments, Language Acquisition, Expressive Language, Play
