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Direct linkHagans, Kristi S.; Good, Roland H., III – Contemporary School Psychology, 2013
Children from low socioeconomic backgrounds (SES) are at increased risk of reading problems. Although phonological awareness consistently emerges as a critical literacy skill for children, little research exists regarding the effects of the acquisition of phonological awareness skills on decreasing the reading achievement gap between children of…
Descriptors: Disadvantaged, Reading, Reading Achievement, Achievement Gap
Rosenkoetter, Lawrence I.; Rosenkoetter, Sharon E.; Acock, Alan C. – Journal of Applied Developmental Psychology, 2008
In an attempt to minimize the adverse effects of television violence, the authors implemented a classroom-based intervention with 496 children in 32 classrooms (grades 1 to 4). The intervention consisted of 28 brief lessons conducted by university staff over the course of 7 months. Participants were individually interviewed prior to the…
Descriptors: Television Viewing, Intervention, Violence, Elementary School Students
Regtvoort, Anne G. F. M.; van der Leij, Aryan – Learning and Individual Differences, 2007
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter-sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic…
Descriptors: Early Intervention, Phonemics, Phonemic Awareness, Grade 2
