This collaborative research endeavor, undertaken by a committee composed of the English Language Art (ELA) pedagogical consultants for Québec English School Boards, Kativik, Lower Canada College and Littoral in consultation with the ELA Programs team at the Direction des programmes d'études en formation générale des jeunes (DPEFGJ) at the…

The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and…

This transnational comparative study between Costa Rica and the United States provides an in-depth understanding of the similarities and differences of the early literacy practices of educators in the Pre-Kindergarten to Kindergarten classroom settings. Drawing upon Costa Rica's curricular approach to Early Childhood Education, based upon the…

Background: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. Aim: The study examined the learning activities used for reading literacy instruction…

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic…

Dyslexia diagnosis and intervention in the first language (L1) has a long history, whereas the foreign and second language (L2) learning aspects of dyslexia have largely been neglected. Thus, the present study aimed to provide intervention in English as a foreign language through multisensory phonics instruction to Iranian Persian--speaking…

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New…

The purpose of this study was to examine LINUS teachers' knowledge of basic language constructs and the relationships between LINUS teachers' knowledge of basic language constructs, teaching experience and their perceived abilities to teach reading to LINUS students. 121 LINUS teachers teaching English literacy from 31 Johor Bahru national primary…

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…

The current study investigates the effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests…

The Report of the National Reading Panel (NICHD, 2000) identified five key elements that were critical to the development of reading, and these have been widely accepted by educational jurisdictions as providing definitive guidelines for early reading instruction. This paper presents a case for the inclusion of oral language and early literacy…

On April 8, 2016 when the class was discussing "digital literacy," a shocking news story from London AP intrigued us. The news was about a brief text message delivered by Ahmed, a refugee Afghan boy of 6-year old. His text message flashed on the cellphone of Liz Clegg, a volunteer at a migrant camp in France. Clegg and other volunteers…

Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between…

Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…

Various South African and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research-based findings as the grounding for their programme design. Recommendations of some studies point to the fact that evidence-based research…