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Patterns of Early Literacy and Word Reading Skill Development across the First 6 Months of School and Reading Instruction
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Tracy A. Cameron; Jane L. D. Carroll; Mele Taumoepeau; Elizabeth Schaughency – School Psychology, 2024
This study described the growth trajectories of 105 children (n = 55 boys) who had just started primary school in New Zealand (NZ). Children were assessed every fourth school week around 1.5 months after starting school, for five sessions on Dynamic Indicators of Basic Early Literacy Skills first sound fluency (FSF), AIMSweb letter sound fluency…
Descriptors: Foreign Countries, Emergent Literacy, Elementary School Students, Learning Trajectories
Describing Patterns of Early Literacy Skill Development in the First Year of School and Reading Instruction in a New Zealand Sample
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Cameron, Tracy A.; Taumoepeau, Mele; Clarke, Kristina; McDowall, Philippa; Schaughency, Elizabeth – School Psychology, 2020
This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…
Descriptors: Foreign Countries, Emergent Literacy, Skill Development, Reading Instruction
Does Linguistic Comprehension Support the Decoding Skills of Struggling Readers?
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Blick, Michele; Nicholson, Tom; Chapman, James; Berman, Jeanette – Australian Journal of Learning Difficulties, 2017
This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues…
Descriptors: Decoding (Reading), Reading Difficulties, Comprehension, Miscue Analysis
The Relative Contributions of Vocabulary, Decoding, and Phonemic Awareness to Word Reading in English versus German
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Suggate, Sebastian; Reese, Elaine; Lenhard, Wolfgang; Schneider, Wolfgang – Reading and Writing: An Interdisciplinary Journal, 2014
Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made…
Descriptors: Foreign Countries, Elementary School Students, German, English
Onset/Rime Sensitivity and Orthographic Analogies in Normal and Poor Readers.
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Greaney, Keith T.; Tunmer, William E. – Applied Psycholinguistics, 1996
Studied the relationship between the ease with which children use orthographic analogies and their reading skills. Results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rhyme sensitivity, but less well on visually/orally presented rhyme tasks.…
Descriptors: Analysis of Variance, Context Clues, Control Groups, Elementary School Students