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Peer reviewed
Direct linkHansen, Dee; Milligan, Sarah A. – Music Educators Journal, 2012
Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…
Descriptors: Music Education, Human Body, Music, Musicians
Sanchez, Monique; Magnan, Annie; Ecalle, Jean – European Journal of Psychology of Education, 2012
The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children's early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A…
Descriptors: Spelling, Grade 1, Kindergarten, Correlation
Tupak, Sara V.; Badewien, Meike; Dresler, Thomas; Hahn, Tim; Ernst, Lena H.; Herrmann, Martin J.; Fallgatter, Andreas J.; Ehlis, Ann-Christine – Neuropsychologia, 2012
Movement artifacts are still considered a problematic issue for imaging research on overt language production. This motion-sensitivity can be overcome by functional near-infrared spectroscopy (fNIRS). In the present study, 50 healthy subjects performed a combined phonemic and semantic overt verbal fluency task while frontal and temporal cortex…
Descriptors: Brain Hemisphere Functions, Phonemics, Semantics, Verbal Ability
Sambucci, Joan N. – ProQuest LLC, 2010
The goal of this descriptive study was to investigate the use of decoding strategies, specifically phonemic awareness, alphabetic principle, accuracy and fluency, and vocabulary, to determine if applying the identified decoding strategies would have an effect on the students at-risk for reading failure. The purpose was to determine if these…
Descriptors: Report Cards, Teacher Effectiveness, Physical Activities, Lesson Plans
Atwill, Kim; Blanchard, Jay; Christie, James; Gorin, Joanna S.; Garcia, Herman S. – Journal of Hispanic Higher Education, 2010
Research examined the influence of native vocabulary development on cross-language transfer of phonemic awareness. Participants were Spanish-speaking kindergartners learning English in immersion classrooms. Results indicated that limited Spanish vocabulary development negatively influenced cross-language transfer of phonemic awareness to English.…
Descriptors: Phonemics, Phonemic Awareness, Vocabulary Skills, Vocabulary Development
Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppanen, Paavo H. T.; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jurgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Toth, Denes; Honbolygo, Ferenc; Csepe, Valeria; Bogliotti, Caroline; Iannuzzi, Stephanie; Chaix, Yves; Demonet, Jean-Francois; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil-Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C.; Comte-Gervais, Isabelle; Soares-Boucaud, Isabelle; Gerard, Christophe-Loic; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Muller-Myhsok, Bertram; Schulte-Korne, Gerd – Journal of Child Psychology and Psychiatry, 2013
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138…
Descriptors: Dyslexia, Predictor Variables, Phonemic Awareness, Naming
Naylor, Anna C. – ProQuest LLC, 2013
Individuals who have difficult-to-understand speech and minimal reading skills are often limited to icon or picture-based augmentative and alternative communication (AAC) strategies. However, basic phonemic awareness skills could make strategies such as alphabet supplementation, in which the speaker selects the first letter of words they are…
Descriptors: Augmentative and Alternative Communication, Communication Problems, Speech Impairments, Communication Strategies
Tattersall, Patricia J. – ProQuest LLC, 2010
The central purpose of this three-paper dissertation was to explore the ability of school-age children with and without language-learning disabilities (LLD) to apply sound/word level structure knowledge when performing speaking, spelling, and reading tasks. Data came from a larger investigation that used stratified sampling to create two ability…
Descriptors: Speech Communication, Age, Spelling, Intervention
Loeb, Diane Frome; Gillam, Ronald B.; Hoffman, LaVae; Brandel, Jayne; Marquis, Janet – American Journal of Speech-Language Pathology, 2009
Purpose: To examine the efficacy of Fast ForWord Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method: A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills…
Descriptors: Intervention, Phonemics, Language Impairments, Attention Control
Download full textPaige, David D. – Online Submission, 2017
The following manuscript is a review of research surrounding best practices for language and literacy development in children birth to age three. Part 1 of the review begins with the research on language acquisition beginning in utero, continuing through infancy and onto the emergence of speech. The review discusses the importance of language…
Descriptors: Best Practices, Capacity Building, Literacy, Primary Education
Jones, Cindy D.; Reutzel, D. Ray – Reading Psychology, 2012
This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students'…
Descriptors: Kindergarten, Discovery Learning, Reading Research, Longitudinal Studies
Tunmer, William E.; Chapman, James W. – Scientific Studies of Reading, 2012
This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through "set for variability", the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and…
Descriptors: Hypothesis Testing, Word Recognition, Vocabulary Development, Pronunciation
Klein, Harriet B.; Grigos, Maria I.; Byun, Tara McAllister; Davidson, Lisa – Clinical Linguistics & Phonetics, 2012
This study examined inexperienced listeners' perceptions of children's naturally produced /r/ sounds with reference to levels of accuracy determined by consensus between two expert clinicians. Participants rated /r/ sounds as fully correct, distorted or incorrect/non-rhotic. Second and third formant heights were measured to explore the…
Descriptors: Cues, Clinical Diagnosis, Acoustics, Clinical Experience
McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma – Learning and Individual Differences, 2012
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…
Descriptors: Phonics, Early Reading, Phonemic Awareness, Word Recognition
Spear-Swerling, Louise; Zibulsky, Jamie – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined how K-5 general and special educators (N = 102) would choose to allocate time in a 2-h language arts block if they could do so as they wished, and how these choices related to their knowledge base for reading instruction. Preferences for time allocation were assessed through an open grid on which participants listed…
Descriptors: Literacy, Reading Instruction, Time Factors (Learning), Time Management
