In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. But becoming a strong reader takes several years. Parents and caregivers need to know if a child is making good progress in learning to read.…

Since 2012, when preparatory grade (PG) became compulsory in Romania for 6-year olds, little understanding has been gained of how children's literacy evolves in PG, although over the same period, Romanian 15-year olds' reading performance has shown no signs of improvement (Noveanu et al., 2023). Children enter school with broadly varying literacy…

The authors developed a digital spelling game to promote children's early literacy skills. Based on the dual-coding theory, the authors studied the benefits of auditory support alone versus auditory+visual support. Children played the game in three conditions: no support, hearing the whole word; auditory-only support, hearing a word segmented; and…

We conducted behavior?genetic analyses of kindergarten reading, spelling, phonological awareness, rapid naming, and spoken sentence processing in 172 pairs of monozygotic and 153 pairs of same-sex dizygotic twin kindergarten children sampled in the United States and Australia. We also modeled progress from preschool to kindergarten in…

Examines whether letter-name knowledge facilitates learning spellings in which the names of one or more letters can be heard in the pronunciation of the words. Results suggest preschool Portuguese children who know the names of the letters can learn to read by processing letter-sound relations in words; however, children may not use this mechanism…

Examines whether the conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Finds a relation between spelling ability and conscious use of phonological knowledge; however, word reading appears to be a related (but separate) ability from word writing. (RS)

Two cohorts of preschool children (n=238) were followed to determine whether tests of phonological awareness, orthographic processing, and serial-naming speed, added to a preschool battery, would improve prediction of reading. The major predictors of first-grade reading and spelling were preschool letter-naming and sentence memory for both…

This report discusses the results of a study of children's spelling errors to determine whether vernacular black English (VBE) speakers and standard English speakers (SE) infer different underlying phonological representations according to their respective dialects. Subjects included two groups of beginning second graders from schools in two…

This kit presents the "Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling, and Speech," a program designed to promote the development of an oral-motor, visual, and auditory feedback system that enables all students, including students with learning disabilities, to prove the identity, number, and order of phonemes in…

The performance of 68 preschool children, ages three (28), four (21), and five (19), on selected phoneme-grapheme correspondence tasks was analyzed for age and sex differences in two stages of data collection. First, the children spelled their first names and the initial of their last names with letters on a magnetic board, after which they…

Examines a program in Denmark that uses metalinguistic games and exercises to stimulate preschool children's discovery of the phonological structure of language. Concludes that phonological awareness can be developed outside the context of the acquisition of an alphabetic writing system, and that this awareness facilitates subsequent reading and…