Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined relations between these aspects or during preschool later reading. This study joint unique predictive significance both reading in two samples preschoolers. Ninety-six children (mean age = 41 months, SD 9.41) were followed from early to late preschool, 97 60 5.41) kindergarten first grade. Structural...

Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition emerged, research identified general sequence universal across languages, certain characteristics spoken written influence rate levels are normally achieved.

This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 lower-income across different levels of linguistic complexity. Children ranged age 2 5 years. Overall, the results indicated that as increased age, both absolute terms became more stable. Significant social class differences growth were also obtained. Phonological at complexity (e.g., syllables, phonemes) was substantially interrelated each predicted word reading ability older...

Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. In 4 studies that included 202 5- to 6-year-old children studied longitudinally for 3 years, 123 2- 5-year-old children, 38 4-year-old 2 and 826 4- 7-year-old authors examined relation sensitivity rhyme with other forms awareness. Rhyme was indistinguishable from phonemic segmental global younger children. distinguishable, although highly correlated, these skills older...

This study compared effectiveness of business as usual to that 4 professional development (PD) programs targeted teachers at-risk preschool children. A 2 X design was used cross mentoring and progress monitoring conditions among the PD programs. Specifically, some received both in-classroom detailed, instructionally linked feedback concerning children's in language literacy. Some no but did receive progress. only limited on progress, which not curricular activities. Finally, All included...

This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two interventions derived from distinct theoretical orientations, examining them terms effects on academic outcomes whether children's characteristics were differentially related to an instructional intervention. One (Proactive Reading) was aligned with behavioral theory model Direct Instruction. The other...

ABSTRACTS This study investigated the order of acquisition phonological sensitivity skills among preschool and kindergarten children. Phonological was examined in terms four levels linguistic complexity (words, syllables, onsets rimes, phonemes) across task (blending detection, elision blending, elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern development that corresponded hierarchical...

The effects of 2 preschool-based shared-reading interventions were evaluated with 95 children, ages 2- to 5-years, from low-income families. Language skills the children below age-level as measured by standardized tests. Children pretested and randomly assigned 1 3 conditions: (a) no-treatment control, (b) typical condition, (c) dialogic (interactive) condition. For both intervention conditions, undergraduate volunteers read in small groups. Following 6-week intervention, posttested on...

To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe difficulties and disabilities, 14 whom had demonstrated inadequate response to 1—2 tiers prior instruction, received a 16-week intervention package involving decoding fluency skills. The was provided for 2 hours per day 8 weeks based on Phono-Graphix program. followed involved 1 hour daily instruction Read Naturally resulted in significant improvement decoding, fluency, comprehension. Although...

Research has indicated a substantial overlap between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). However, few studies concerning this have been conducted with preschool children. This study examined the behaviors associated ADHD emergent literacy skills in One group of 44 children (mean age = 48 months, SD 11.3) was from middle-income families, one 41 53 8.1) attended Head Start. Results demonstrated that attention problems were substantially, consistently,...

The development of reading-related phonological processing abilities (PPA) represents an important developmental milestone in the process learning to read. In this cross-sectional study, confirmatory factor analysis was used examine structure PPA 129 younger preschoolers (M = 40.88 months, SD 4.65) and 304 older 56.49 5.31). A 2-factor model which awareness memory represented by one lexical access a second provided best fit for both samples largely invariant across samples. Measures...

Purpose To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties. Method Language, literacy, skills of 3 groups preschool-age were compared: a group 68 SSDs, peers normal matched on receptive vocabulary, language. Results The SSD demonstrated impairments expressive ( t s = 3.45 to 8.17, p < .001, effect size [ES] 0.51 1.04), z 2.26 5.21, ≤ .02, ES 0.39 0.79), accessing...

Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given large degree variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing means covariances based 158 children from 40 classrooms. Path analyses child-level covariance matrices tested extent to which vocabulary letter knowledge each predicted growth Spanish 130...

This study evaluated the effects of a mathematics software program, Building Blocks suite, on young children's performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located low-income communities. Children within were randomly assigned to receive 21 weeks computer-assisted instruction (CAI) with or literacy Earobics Step 1. condition evidenced higher posttest scores tests numeracy and Applied Problems after controlling for beginning-of-year classroom nesting....

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice decodable text, and the other, a revised version Naturally, consisted repeated reading, contextualized vocabulary comprehension instruction. The progress (n = 51) was compared to that nontutored classmates 42)...

Examined the tripartite model of personality, which emphasizes negative affectivity (NA) and positive (PA) as central organizing dimensions personality that are useful for discriminating psychopathologies. Conceptualizations youth temperament also include second-order, factors emotionality/ neuroticism emotionality/extroversion may differentially predict A community sample 290 10- to 17-year-old completed Emotionality, Activity, Sociability Temperament Survey (EAS), Positive Negative...

Factor analytic studies of trauma victims' posttraumatic stress disorder (PTSD) have offered conflicting hypotheses about how to conceptualize PTSD into symptom categories. The present study used confirmatory factor analyses self-reported symptomatology from 5,664 child and adolescent victims Hurricane Hugo compare 10 models dimensionality. was best represented by a 2nd-order that manifests in 3 clusters (Intrusion/Active Avoidance, Numbing/Passive Arousal). This model cross-validated on age...

Previous research has demonstrated that phonological sensitivity is an important causal skill for decoding. This study evaluated the use of computer-assisted instruction (CAI) to provide training in skills preschoolers at-risk reading problems. Forty-five children ranging age from 44 64 months (M = 55.1, SD 6.07) were randomly assigned a CAI group or control group. Children exposed made significantly greater gains on rhyming and elision compared Expressive vocabulary scores predictive pre-...