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Using Multiple Measures of Morphological Awareness to Assess Its Relation to Reading
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Apel, Kenn; Diehm, Emily; Apel, Lynda – Topics in Language Disorders, 2013
Purpose: Morphological awareness refers to the ability to consider and manipulate consciously the smallest units of meaning in language. In previous studies investigating students' morphological awareness, no consistent task has been used to measure this skill across grade levels and comparisons among studies have been based on tasks, which…
Descriptors: Morphology (Languages), Language Skills, Reading, Kindergarten
Exploring RTI Reading Intervention for Hispanic English Learning Kindergarten Students in Central Alabama: A Mixed Methods Study
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Hill, Kelly Leah – ProQuest LLC, 2013
This study addressed issues in implementing RTI Tier II reading intervention in kindergarten classrooms which contained Hispanic students learning English. In addition, the scope of reading progress of Hispanic students learning English was explored. The purpose of this research was to examine the frequency in providing RTI reading interventions…
Descriptors: Reading, Kindergarten, Young Children, Mixed Methods Research
The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students from Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry
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Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M. – Journal of Learning Disabilities, 2012
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…
Descriptors: Reading Difficulties, Recognition (Achievement), Reading Achievement, Program Effectiveness
Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities
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Dickinson, David K.; Porche, Michelle V. – Child Development, 2011
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in…
Descriptors: Reading Comprehension, Play, Low Income, Child Language
Factors Affecting Reading Outcomes across Time in Bureau of Indian Education Reading First Schools
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Chapman, Heather J. – ProQuest LLC, 2010
Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national…
Descriptors: Reading Comprehension, Reading, Reading Programs, American Indians
Book Buddies: Kindergartners and Fifth Graders Explore Books Together
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Lowery, Ruth McKoy; Sabis-Burns, Donna; Anderson-Brown, Shawn – Dimensions of Early Childhood, 2008
This article discusses how Book buddy reading activities can help to develop interpersonal relationships between younger and older students, increase all children's reading levels and abilities, and foster their positive self-esteem and confidence. Teachers, families, and other caregivers often seek techniques to improve children's reading…
Descriptors: Reading, Learning Activities, Kindergarten, Grade 5