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Direct linkSara Esmaeeli – Journal of Learning Disabilities, 2024
This study extends the research on the preschool "home literacy environment" (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents…
Descriptors: Preschool Children, Emergent Literacy, Family Environment, Reading Difficulties
Lonigan, Christopher J.; Allan, Darcey M.; Goodrich, J. Marc; Farrington, Amber L.; Phillips, Beth M. – Journal of Learning Disabilities, 2017
Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill…
Descriptors: Spanish Speaking, Language Minorities, Preschool Children, Inhibition
Puranik, Cynthia S.; Lonigan, Christopher J. – Journal of Learning Disabilities, 2012
The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A…
Descriptors: Writing Difficulties, Reading Difficulties, Oral Language, Language Impairments
Bailet, Laura Lyons; Repper, Karla; Murphy, Suzanne; Piasta, Shayne; Zettler-Greeley, Cynthia – Journal of Learning Disabilities, 2013
This research examined the effectiveness of an emergent literacy intervention for prekindergarten children at risk for reading failure, to replicate and improve on significant findings from Year 1 of the study. Data are reported for 266 children in 72 child care and preschool sites in Year 2 of the study and for 374 children at 102 sites in Year…
Descriptors: Emergent Literacy, Intervention, Preschool Children, Preschool Education
Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn – Journal of Learning Disabilities, 2011
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…
Descriptors: Reading Difficulties, Story Reading, Early Reading, Phonological Awareness
Wilson, Shauna B.; Lonigan, Christopher J. – Journal of Learning Disabilities, 2010
Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent…
Descriptors: Reading Difficulties, Early Reading, Preschool Children, Emergent Literacy
Landry, Susan H.; Swank, Paul R.; Smith, Karen E.; Assel, Michael A.; Gunnewig, Susan B. – Journal of Learning Disabilities, 2006
A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children…
Descriptors: Program Effectiveness, Disadvantaged Youth, Preschool Teachers, Language Skills
