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Direct linkAshley Sanabria; Jin Kyoung Hwang; Elham Zargar; Deborah Lowe Vandell; Carol M. Connor – Scientific Studies of Reading, 2024
Purpose: We examine the content, context, and management of literacy learning opportunities in a large, diverse sample in the US and whether these opportunities were differentiated by children's oral language and decoding skill levels. Method: A total of 1,404 children in 153 preschool-through-third-grade classrooms were observed for several…
Descriptors: Early Childhood Education, Preschools, Kindergarten, Grade 1
Natalia V. Rakhlin; Nan Li; Abdullah Aljughaiman; Elena L. Grigorenko – Journal of Speech, Language, and Hearing Research, 2025
Purpose: We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. Method: The participants (N = 110; 40 girls) were Saudi Arabic--speaking…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 3
Download full textWilsenach, Carien – South African Journal of Childhood Education, 2019
Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language. Aim: This study…
Descriptors: Foreign Countries, Phonological Awareness, Beginning Reading, Emergent Literacy
de Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo – Journal of Research in Reading, 2016
Although much is known about beginning readers using behavioural measures, real-time processes are still less clear. The present study examined eye movements (skipping rate, gaze, look back and second-pass duration) as a function of text-related (difficulty and word class) and student-related characteristics (word decoding, reading comprehension,…
Descriptors: Beginning Reading, Eye Movements, Student Characteristics, Decoding (Reading)
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Duke, Neil K. – Educational Leadership, 2013
Can informational text be used effectively in beginning reading instruction, as mandated by the Common Core State Standards? Yes, writes Nell K. Duke-in fact, the primary grades are the perfect place for informational text. Duke discusses seven features that characterize K-3 classrooms that make good use of informational text: (1) informational…
Descriptors: Elementary School Students, Reading Instruction, Reading Materials, Beginning Reading
Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah – What Works Clearinghouse, 2016
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
What Works Clearinghouse, 2015
"Houghton Mifflin Reading"© is a reading program designed for grades K-6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The product is designed to be used as a full-year curriculum program with instruction on developing…
Descriptors: Beginning Reading, Reading Programs, Reading Instruction, Program Effectiveness
O'Brien, Beth A. – Reading Psychology, 2014
The developmental sequence of the types of orthographic knowledge that children acquire early in reading development is unclear. Following findings of skilled reading, the orthographic constraints of positional frequency and feedback consistency were explored with a wordlikeness judgement task for grades 1-3 English-speaking children. The data…
Descriptors: Child Development, Beginning Reading, Reading Skills, Orthographic Symbols
Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann – Bilingual Research Journal, 2013
Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way "dual-language learning contexts": (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other).…
Descriptors: English (Second Language), Phonological Awareness, Bilingualism, Monolingualism
What Works Clearinghouse, 2010
"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…
Descriptors: Intervention, Reading, Reading Programs, Reading Instruction
National Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…
Descriptors: State Programs, Federal Legislation, Program Effectiveness, School Personnel
