scholarly journals Modeling the Relationship Between Prosodic Sensitivity and Early Literacy

2014 ◽  
Vol 49 (4) ◽  
pp. 469-482 ◽  
Author(s):  
Andrew Holliman ◽  
Sarah Critten ◽  
Tony Lawrence ◽  
Emily Harrison ◽  
Clare Wood ◽  
...  
Keyword(s):  
Early Literacy ◽  
Prosodic Sensitivity ◽  
The Relationship

scholarly journals Dexterity, Deliberateness, And Disposition: An Investigation of Instructional Strength for Early Literacy

2021 ◽  
Vol 10 (1) ◽  
pp. 26
Author(s):  
Philip Sirinides ◽  
Abigail Gray
Keyword(s):  
Regression Analysis ◽  
Mixed Methods ◽  
Early Literacy ◽  
Qualitative Inquiry ◽  
Mixed Methods Study ◽  
Teacher Dispositions ◽  
The Relationship ◽  
Three Components

This mixed-methods study examines the relationship between an emergent conceptualization of teachers’ instructional strength and their students’ progress in early literacy. The conceptualization includes three components: a teacher’s deliberateness, their instructional dexterity, and a set of teacher dispositions that catalyse and maximize these attributes. Based on the results of qualitative inquiry, the authors developed a measure of individual teachers’ instructional strength according to this conceptualization. Regression analysis reveals that all three components are significant predictors of students’ growth in early literacy. The study includes 318 teachers and 1,181 students from 227 schools across the country.

Understanding the relationship between inattention and early literacy trajectories in kindergarten.

2016 ◽  
Vol 31 (4) ◽  
pp. 565-582 ◽  
Author(s):  
Julia Ogg ◽  
Robert Volpe ◽  
Maria Rogers
Keyword(s):  
Early Literacy ◽  
The Relationship

Exploring the relationship between letter recognition and handwriting in early literacy development

2017 ◽  
Vol 19 (3) ◽  
pp. 349-374 ◽  
Author(s):  
Pamela Reutzel ◽  
Kathleen AJ Mohr ◽  
Cindy D Jones
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Kindergarten Students ◽  
Letter Recognition ◽  
Letter Writing ◽  
Writing Fluency ◽  
Letter Naming ◽  
Early Literacy Development ◽  
Early Literacy Instruction ◽  
The Relationship

Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing fluency. This study sought to delineate possible components of letter-writing fluency using four related tasks with kindergarten students. Results confirm the correlation between letter-naming and letter-writing fluency and indicate that recognition and manipulation of critical letter features correlate with letter-writing fluency. Findings suggest that awareness of critical features could be a part of early literacy instruction.

scholarly journals An examination of the relationship between a child’s developmental age and early literacy learning

2016 ◽  
Vol 3 (1) ◽  
pp. 1169577
Author(s):  
Christine E. Moran ◽  
Karlen Senseny ◽  
Jennifer Mitton Kukner
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Developmental Age ◽  
The Relationship

Parental self-beliefs and the relationship with early literacy and language program success

2014 ◽  
Author(s):  
Jessica K. Johnston ◽  
Elaine Reese ◽  
Elizabeth Schaughency ◽  
Shika Das
Keyword(s):  
Early Literacy ◽  
Language Program ◽  
Program Success ◽  
The Relationship

Writing Development: A Neglected Variable in the Consideration of Phonological Awareness

1999 ◽  
Vol 69 (4) ◽  
pp. 395-416 ◽  
Author(s):  
Sofia Vernon ◽  
Emilia Ferreiro
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Grade ◽  
Writing Development ◽  
Phonics Instruction ◽  
Spanish Speaking ◽  
Children's Writing ◽  
Educational Implications ◽  
Early Literacy Instruction ◽  
The Relationship

In this article, Sofía Vernon and Emilia Ferreiro present the results of an experimental study that looks at the relationship between the development of phonological awareness and the development of writing in Spanish-speaking kindergartners. The results of this study speak to the ongoing controversy about approaches to early literacy instruction — that is, whether children's ability to segment words into phonemes (phonological awareness) is a prerequisite for learning how to read and write. These results show that phonological awareness is not an either/or phenomenon, but that it develops across levels and that this development is related to children's writing development. Vernon and Ferreiro discuss several important educational implications based on their findings: first, that children's ability to benefit from systematic phonics instruction depends on their level of writing development; and second, that encouraging children to write in kindergarten and first grade is an important way to stimulate the analysis of spoken words or other meaningful units.

scholarly journals Inter-relations of core language, pragmatic language, and social competence in preschoolers

2015 ◽  
Vol 13 (4) ◽  
pp. 404-425
Author(s):  
Clarissa Lau
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Early Literacy ◽  
Language Skills ◽  
Literacy Skills ◽  
Pragmatic Language ◽  
Word Knowledge ◽  
Language Abilities ◽  
Core Language ◽  
The Relationship

Language skills provide preschoolers with the foundational skills needed to socially interact, but little is known about the relationship between specific language skills and broad constructs of social competence. Sixteen preschoolers between 3-5 years with varying language abilities were recruited. Descriptive and correlational analyses were conducted to examine the relationships between language and social competence. The main finding of this study showed that early literacy skills and word knowledge and retrieval were significantly correlated with Social Independence and Social Interaction respectively. These findings support the notion that the content of preschoolers’ conversations rather than the accuracy of their speech or syntax is associated with success in social interaction and social independence.

The relationship between speech impairment, phonological awareness and early literacy development

2011 ◽  
Vol 16 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Judy Harris ◽  
Nicola Botting ◽  
Lucy Myers ◽  
Barbara Dodd
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Literacy Development ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
The Relationship
Sign in / Sign up

Export Citation Format

Share Document