Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on…

Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…

This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…

This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory…

This study considers the degree to which two quantitative indices--Lexiles and Coh-Metrix--discriminate across levels of difficulty and types of beginning reading texts. The database consisted of 444 texts, representing seven text types that are part of reading/language arts instruction. These text types were distributed across seven levels of…

The purpose of this study was to explore the connections between young children's oral language vocabulary and children's reading of written language in beginning reading books. Oral language has been viewed as the foundation for emergent reading development as it provides the semantic base, syntactic base and phonological base for successfully…

Background: Neuroimaging offers unique opportunities for understanding the acquisition of reading by children and for unravelling the mystery of developmental dyslexia. Here, I provide a selective overview of recent neuroimaging studies, drawing out implications for education and the teaching of reading. Purpose: The different neuroimaging…

In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by…

Direct quotation can be a source of meaning in storybook texts for beginning readers. The author of this article sketches the linguistic complexity of direct quotation and offers instructional strategies. Three aspects of direct quotation are examined: the cluster of print features and syntactic characteristics that direct quotation involves, the…

In order to be a good reader, your child must be able to do two things at the same time: (1) decode the words on the page and (2) understand what the words mean. Early reading instruction focuses on teaching a child how to read single words. But being good at reading single words is not the only skill your child needs. Once your child has become…

Provides evidence for the development of grammatical sensitivity across grades one, two, and three. Shows that grammatical sensitivity is significantly related to reading skill level. (FL)

A sample of 80 first- and second-grade children selected to represent four levels of reading competence were tested in their recognition of semantic, syntactic, and lexical change in sentences previously decoded during prose reading. (JMB)

What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child…

Investigated the relationship between oral language and early reading development by administering to 39 children a broad range of oral language, background, and reading ability measures in kindergarten and first and second grade. Overall, semantic abilities, not phonological awareness, predicted second grade reading comprehension. Phonological…

This annotated bibliography lists 27 Canadian doctoral dissertations in reading instruction written from 1928 through April 1971. Each citation describes the research investigations involved and the conclusions drawn. Some of the topics covered include: (1) remedial reading, (2) reading achievement, (3) perceptual skills, (4) parental…