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Direct linkVander Stappen, Caroline; Reybroeck, Marie Van – Reading Research Quarterly, 2022
Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross-sectional and focus on reading development predictors, with relatively little emphasis on spelling…
Descriptors: Orthographic Symbols, French, Phonemes, Written Language
Moussa, Wael; Koester, Emily – Reading Research Quarterly, 2022
Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place…
Descriptors: Story Reading, Oral Reading, Reading Aloud to Others, Reading Instruction
Kalindi, Sylvia C.; McBride, Catherine; Dan, Lin – Reading Research Quarterly, 2018
Considering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Emergent Literacy
Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha – Reading Research Quarterly, 2013
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…
Descriptors: Literacy, Foreign Countries, Control Groups, Phonemes
Peer reviewedFreebody, Peter; Byrne, Brian – Reading Research Quarterly, 1988
Examines the word-reading strategies of a sample of second- and third-grade students in normal classrooms, focusing on the students' relative reliance on decoding versus sight-word associations. Suggests that lack of efficient decoding skills will begin to take a toll on reading comprehension by grade 3. (SR)
Descriptors: Decoding (Reading), Elementary Education, Grade 2, Grade 3
Peer reviewedLundberg, Ingvar; And Others – Reading Research Quarterly, 1988
Examines a program in Denmark that uses metalinguistic games and exercises to stimulate preschool children's discovery of the phonological structure of language. Concludes that phonological awareness can be developed outside the context of the acquisition of an alphabetic writing system, and that this awareness facilitates subsequent reading and…
Descriptors: Beginning Reading, Elementary Education, Grade 1, Grade 2
