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Skibbe, Lori E.; Gerde, Hope K.; Wright, Tanya S.; Samples-Steele, Chelsea R. – Early Childhood Education Journal, 2016
Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more…
Descriptors: Content Analysis, Phonics, Special Needs Students, Early Childhood Education
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Donovan, Jennifer L.; Marshall, Chlo? R. – International Journal of Disability, Development and Education, 2016
This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…
Descriptors: Dyslexia, Spelling, Learning Strategies, Children
Elise Catherine McIver – ProQuest LLC, 2016
Research has consistently demonstrated that literacy skills are associated with a host of benefits that are both substantial and long lasting. Given the implications of reading skill development, efforts to understand the most effective methods of teaching students how to read are consequential. Fortunately, substantial research has been conducted…
Descriptors: Phonemic Awareness, Phonics, Reading Instruction, Reading Skills
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What Works Clearinghouse, 2018
This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
Cárdenas-Hagan, Elsa, Ed. – Brookes Publishing Company, 2020
More than 5 million English learners attend U.S. public schools--and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providing English learners in Pre-K-Grade 6 with explicit, systematic instruction on language and literacy…
Descriptors: English Language Learners, Teaching Methods, Literacy Education, Preschool Education
Hougen, Martha C., Ed.; Smartt, Susan M., Ed. – Brookes Publishing Company, 2020
Understand the science of reading and how to implement evidence-based instruction to increase the reading and writing achievement of pre-K-6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential…
Descriptors: Spelling, Evidence Based Practice, Reading Achievement, Writing Achievement
Wright, Jill – ProQuest LLC, 2015
The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading…
Descriptors: Emergent Literacy, Reading Achievement, Academic Achievement, Phonemic Awareness
Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Al Otaiba, Stephanie; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Fidler, Deborah J. – Focus on Autism and Other Developmental Disabilities, 2017
The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the…
Descriptors: Early Intervention, Reading Programs, Down Syndrome, Phoneme Grapheme Correspondence
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Chapman, James W.; Greaney, Keith T.; Arrow, Alison W.; Tunmer, William E. – Australian Journal of Learning Difficulties, 2018
New Zealand's approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from…
Descriptors: Phonics, Cues, Literacy Education, Whole Language Approach
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Shapiro, Laura R.; Solity, Jonathan – British Journal of Educational Psychology, 2016
Background: "Synthetic phonics" is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims: We compared the impact of two "synthetic phonics" programmes on early reading. Sample: Children received "Letters" and…
Descriptors: Phonics, Phonological Awareness, Reading Instruction, Phoneme Grapheme Correspondence
Tokac, Umit – ProQuest LLC, 2016
The dissertation explored the efficacy of using a POMDP to select and apply appropriate instruction. POMDPs are a tool for planning: selecting a sequence of actions that will lead to an optimal outcome. RTI is an approach to instruction, where teachers craft individual plans for students based on the results of screening test. The goal is to…
Descriptors: Markov Processes, Program Implementation, Response to Intervention, Beginning Reading
Washington, Julie A.; Seidenberg, Mark S. – American Educator, 2021
Teaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading instruction. There is a large and growing body of evidence indicating that language variation impacts reading, spelling, and writing in predictable ways. In…
Descriptors: Reading Instruction, African American Students, Language Usage, Language of Instruction
Pindiprolu, Sekhar S.; Marks, Lori J. – Rural Special Education Quarterly, 2020
Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources.…
Descriptors: Reading Difficulties, Students with Disabilities, At Risk Students, Computer Assisted Instruction
Cecil, Nancy Lee; Lozano, Albert S.; Chaplin, Mae – Routledge, Taylor & Francis Group, 2020
Now in its sixth edition, "Striking a Balance" clearly illustrates how to create a comprehensive early literacy program that places direct skills instruction within the context of rich and varied reading and writing experiences. Text discussions, dynamic activities, and valuable appendices provide a variety of effective instructional…
Descriptors: Emergent Literacy, Literacy Education, Learning Activities, Instructional Effectiveness
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Price-Mohr, Ruth; Price, Colin – Early Childhood Education Journal, 2017
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the…
Descriptors: Gender Differences, Mixed Methods Research, Intervention, Phonics
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