Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Oral Reading | 6 |
| Teaching Methods | 6 |
| At Risk Students | 3 |
| Concept Formation | 3 |
| Intelligence Tests | 3 |
| Intervention | 3 |
| Preschool Children | 3 |
| Pretests Posttests | 3 |
| Story Reading | 3 |
| Verbal Ability | 3 |
| Video Technology | 3 |
| More ▼ | |
Source
| Early Education and… | 1 |
| Exceptional Children | 1 |
| First Language | 1 |
| International Electronic… | 1 |
| Journal of Education for… | 1 |
| Journal of Research in Reading | 1 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Early Childhood Education | 3 |
| Preschool Education | 3 |
| Elementary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Grade 7 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| More ▼ | |
Audience
Location
| Illinois | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 6 |
| Clinical Evaluation of… | 1 |
| Expressive One Word Picture… | 1 |
| Gray Oral Reading Test | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkSegal, Aviva; Martin-Chang, Sandra – Journal of Research in Reading, 2019
Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods:…
Descriptors: Parent Child Relationship, Intelligence Tests, Verbal Ability, Vocabulary
Barnes, Erica M.; Oliveira, Alandeom W.; Dickinson, David K. – Journal of Education for Students Placed at Risk, 2019
Little analytical scrutiny has been devoted to teacher accommodation of academic language at the early childhood level, despite being a critical school-level factor to consider when addressing at-risk learners' academic needs. The present study investigates how fifteen Head Start teachers support three components of academic language during…
Descriptors: Academic Language, Preschool Education, Disadvantaged Youth, Syntax
Zipke, Marcy – First Language, 2016
The ability to flexibly approach the pronunciation of unknown words, or set "for variability", has been shown to contribute to word recognition skills. However, this is the first study that has attempted to teach students strategies for increasing their set for variability. Beginning readers (N = 15) were instructed to correct oral…
Descriptors: Pronunciation, Control Groups, Spelling, Word Recognition
Wasik, Barbara A.; Hindman, Annemarie H. – Early Education and Development, 2014
Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of…
Descriptors: Faculty Development, Preschool Teachers, Vocabulary Development, Preschool Children
Download full textAnggoro, Florencia K.; Stein, Nancy L.; Jee, Benjamin D. – International Electronic Journal of Elementary Education, 2012
The present study examined the cognitive factors that influence children's physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th-grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor…
Descriptors: Science Instruction, Cognitive Ability, Physical Sciences, Grade 4
Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Kwok, Oiman; Taylor, Aaron B.; Davis, Matthew J.; Kim, Minjung; Simmons, Leslie – Exceptional Children, 2011
This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words…
Descriptors: Intervention, Oral Reading, Preschool Children, Vocabulary Development
