Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Alphabets | 3 |
| English Language Learners | 3 |
| Kindergarten | 3 |
| Literacy Education | 3 |
| Phoneme Grapheme… | 3 |
| Phonics | 3 |
| Spelling | 3 |
| Teaching Methods | 3 |
| Beginning Reading | 2 |
| Decoding (Reading) | 2 |
| Grade 1 | 2 |
| More ▼ | |
Author
| Sanders, Elizabeth A. | 3 |
| Vadasy, Patricia F. | 3 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Early Childhood Education | 3 |
| Elementary Education | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
| Grade 1 | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Phonics, Alphabets, Cognitive Ability, Emergent Literacy
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2021
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
Download full textVadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2020
Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over…
Descriptors: Phoneme Grapheme Correspondence, Literacy Education, Kindergarten, Grade 1
