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Giulia Vettori; Alice Mercugliano; Lucia Bigozzi; Oriana Incognito – European Journal of Psychology of Education, 2025
Cross-sectional studies have shown the connections between oral language, reading, and writing skills, but there has been limited longitudinal research, especially in primary school. This study examined the relationships between oral narrative, reading, and writing skills in a longitudinal sample of 80 Italian-speaking primary school children…
Descriptors: Italian, Reading Skills, Writing Skills, Thinking Skills
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Anna Elizabeth Kambach; Heidi Anne Mesmer – Reading Teacher, 2024
This article discusses language comprehension and developing skills with emergent readers, in particular verbal reasoning and language structures, that are necessary for later reading comprehension.
Descriptors: Reading Comprehension, Beginning Reading, Reading Skills, Skill Development
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Ironsi, Chinaza Solomon – Educational Technology Research and Development, 2023
Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approaches. There are assertions that negative learning outcomes obtained in blended learning could be a result of neglecting the use of an appropriate lesson planning framework, teaching strategies and approaches. Already, there are calls for the use of more…
Descriptors: Technology Integration, Instructional Design, Instructional Effectiveness, Language Skills
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Reikerås, Elin; Dahle, Anne Elisabeth – European Early Childhood Education Research Journal, 2022
This retrospective study, undertaken in Norway, examines how reading skills level in 851 fifth graders are related to how the children used their language skills in play and everyday activities as toddlers. Data were collected with the Norwegian National Reading Test and through structured observations by staff in Early Childhood Education…
Descriptors: Reading Skills, Grade 5, Toddlers, Language Skills
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Kapalková, Svetlana; Polišenská, Kamila; Mentel, Andrej; Vencelová, Lydia – Reading and Writing: An Interdisciplinary Journal, 2023
Reading comprehension (RC) is a multi-faceted construct but is often assessed with a single instrument. Previous research has highlighted that commonly used RC tests are only mildly correlated and vary in the skills they assess, including the differential contribution of oral language and decoding to children's performance. Our study, framed…
Descriptors: Decoding (Reading), Reading Comprehension, Reading Skills, Oral Language
Young-Suk Grace Kim – Grantee Submission, 2023
Reading and writing involve print-related and meaning-making processes, which draw on numerous skills and knowledge. The contributing skills and knowledge, and reading and writing have: a) hierarchical relations where lower order skills support higher order skills in a systematic and cascaded way; b) interactive relations where reading and writing…
Descriptors: Literacy, Reading Skills, Reading Comprehension, Writing Skills
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Sandra M. Linder; Leigh D'Amico; Xumei Fan – Early Childhood Education Journal, 2024
This article presents three cases of school districts/consortia in a southeastern state, where standardized measures focused on teacher/child interactions rather than student outcomes were implemented to guide decision-making. These three districts/consortia were funded annually for three years to implement innovative professional development…
Descriptors: Teacher Student Relationship, Interaction, Faculty Development, Social Development
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Mora-Flores, Eugenia; Kaplan, Sandra N. – Gifted Child Today, 2022
This article describes methods for operationalizing the concept of interdisciplinarity. The methods respond to the characteristics of giftedness and strategies of differentiation. In selecting and using an interdisciplinary strategy, educators need to consider the compatibility of the purpose or objective of interdisciplinarity to the curriculum…
Descriptors: Interdisciplinary Approach, Academically Gifted, Language Skills, Literacy
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M. Christina Rivera; Jennifer A. Catalano; Lee Branum-Martin; Amy R. Lederberg; Shirin D. Antia – Journal of Deaf Studies and Deaf Education, 2024
Classrooms are complex learning environments, with instruction, climate, and teacher--student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale…
Descriptors: Classroom Environment, Students with Disabilities, Deafness, Hearing Impairments
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Özçelik, Mine; Batur, Zekerya – International Journal of Education and Literacy Studies, 2023
The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the…
Descriptors: Writing Skills, Language Skills, Second Language Learning, Reading Skills
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Kym Simoncini; Jacqueline McKechnie; Catherine Hilly; Bernadette Matthews – Early Childhood Education Journal, 2024
Families are children's first and most important teachers. However, their ability to support children's learning and development at home varies due to knowledge, skills, and confidence. Family interventions aimed at increasing parents' skills are labour-intensive and expensive. In contrast, text messages are low-cost and scalable. Text messages…
Descriptors: Foreign Countries, Telecommunications, Handheld Devices, Family Involvement
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Wagley, Neelima; Marks, Rebecca A.; Bedore, Lisa M.; Kovelman, Ioulia – Child Development, 2022
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish-English bilingual children ages 7-12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness)…
Descriptors: Bilingualism, Family Environment, Children, English
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Susan B. Porter; Timothy N. Odegard; Emily A. Farris; Eric L. Oslund – Reading and Writing: An Interdisciplinary Journal, 2024
The importance of having a highly qualified teacher in every classroom is an educational necessity. Determining which teacher characteristics define teacher quality and measuring their impact on student outcomes has offered mixed results. This study explored the effect of teachers' knowledge of language and literacy on their students' reading…
Descriptors: Reading Comprehension, Early Reading, Teacher Effectiveness, Teacher Qualifications
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Line Walquist-Sørli; Ømur Caglar-Ryeng; Bjarte Furnes; Trude Nergård-Nilssen; Enrica Donolato; Monica Melby-Lervåg – Journal of Speech, Language, and Hearing Research, 2025
Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their…
Descriptors: Reading Skills, Language Skills, Reading Difficulties, Language Impairments
Tulloch, Michelle K. – ProQuest LLC, 2023
Learning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills -- both language-specific (i.e., vocabulary) and…
Descriptors: Predictor Variables, Reading Skills, Spanish Speaking, Bilingual Students
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