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…

Grounded in the simple view of reading, this study tracked the development of print-processing skill in high-, average-, and low-achieving readers at six time points across grades 1-3. Results showed large between-group differences in sight vocabulary, oral reading accuracy, and oral reading rate that remained stable from beginning of first grade…

The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten…

Preschool children's knowledge of printed words and letters was studied longitudinally, in order to achieve a definition and an ordering of reading readiness activities. Middle-class children were tested to determine what they knew about print, they were given word learning and word recognition tasks, and their parents returned questionnaires…

While word discrimination studies based on the subjects' conscious manipulation of words--for example, counting the number of words in a line--indicate that beginning readers are unskilled in identifying word boundaries, tests using such indirect methods of assessment as word recognition reveal a strong correlation between the ability to…

This investigation was designed to address whether specific prereading skills are related to success in word recognition, regardless of instructional method. Half of the sample received prereading skills training, then the entire sample were taught word recognition by one of three methods. Results are discussed. (MT)

Purpose: Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal…

First-graders (identified as high-risk for reading difficulties) were taught to read examples of "environmental print" (words on candy wrappers, grocery bags, newspaper advertisements) and were able to identify and write words when logos and supporting detail were removed, indicating that activities using environmental print can…

A discrete-trial reaction time methodology was employed measuring speeds of skilled and less skilled readers in naming colors, pictures, numbers, letters, and words. Less skilled nondyslexic children don't exhibit a general name retrieval deficit; rather, research shows phonological analysis skills are integral in early reading acquisition.…

Reports on a study that examined patterns and interrelationships in the development of print awareness over the preschool years with results indicating that preschool children do not acquire such skills and concepts in a fixed order. (MKM)

The purpose of this investigation was to study the effect of controlling the letters used in words both for a training program designed to improve visual discrimination and for a word recognition task. The experiment was designed to investigate the influence of simultaneous and successive discrimination learning with stimuli which varied in…

This study presents an account of position saliency in terms of children's ability to utilize graphic information, and in particular the serial encoding of information from letters in a graphic pattern. By varying the number and position of the letters distinguishing graphic patterns (positive condition) in a short-term recognition memory (STRM)…

Investigates the development of word consciousness prior to first grade and the relationship between word consciousness and reading ability. Finds that word consciousness develops through gradual extension and refinement of concepts about and awareness of print, and that a strong relationship exists between word consciousness and beginning reading…

In a follow-up study, it was found that children with good early phonological awareness had well-developed lexical and sublexical reading and spelling procedures. Results suggest that early phonological skills relate more strongly to the development of sublexical than lexical processing systems. (Author/LB)

Effects of 2 types of oral language training programs on development of phonological awareness skills and word learning ability were examined for 48 kindergartners. Children receiving analytic and synthetic training improved significantly on both types of skills, but children receiving synthetic skills training alone improved only in blending…