Foundational Skills

To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 US and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children's own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect US children's greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important foundational skills.

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Family Reflections on the Foundations of Self-Determination in Early Childhood

Inclusion ◽

10.1352/2326-6988-2.03.175 ◽

2014 ◽

Vol 2 (3) ◽

pp. 175-194 ◽

Cited By ~ 6

Author(s):

Jean Ann Summers ◽

Mary Jane Brotherson ◽

Elizabeth J. Erwin ◽

Susan P. Maude ◽

Susan B. Palmer ◽

...

Keyword(s):

Online Survey ◽

Service Providers ◽

Self Regulation ◽

Self Determination ◽

Choice Making ◽

Young Children With Disabilities ◽

Foundational Skills ◽

Home And School ◽

Depth Interviews

Abstract This study investigated families' perspectives about and strategies used to develop foundational skills (i.e., choice-making, self-regulation, and engagement) leading to the development of the self-determination of their young children with disabilities. Two research questions guided the study: (1) What do families believe is important when working with practitioners in partnership to build foundational skills leading to self-determination at home and school? (2) What do families think about providing opportunities for developing these skills, and how do they provide such opportunities? Qualitative data were collected through in-depth interviews and an open-ended online survey. Families reported a variety of strategies used to develop choice-making, self-regulation, and engagement skills. Results can assist early education service providers to better understand how families conceptualize choice-making, self-regulation, and engagement for their children to successfully build partnerships and engage families.

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Foundational Skills for College and Career Success

Navigating the Transition from High School to College for Students with Disabilities ◽

10.4324/9781315677767-4 ◽

2018 ◽

pp. 83-103

Author(s):

Debra Hart ◽

Molly Boyle ◽

Melissa Jones

Keyword(s):

Career Success ◽

College And Career ◽

Foundational Skills

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Data Science in Education Using R ◽

10.4324/9780367822842-6 ◽

2020 ◽

pp. 39-60

Author(s):

Ryan A. Estrellado ◽

Emily A. Freer ◽

Jesse Mostipak ◽

Joshua M. Rosenberg ◽

Isabella C. Velásquez

Keyword(s):

Foundational Skills

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Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District

Literacy Research and Instruction ◽

10.1080/19388071.2020.1780653 ◽

2020 ◽

pp. 1-26

Author(s):

David D. Paige ◽

Grant Smith ◽

William Rupley ◽

Will Wells

Keyword(s):

Foundational Skills

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FOUNDATIONAL SKILLS IN GRAPHIC NOVELS, PART 2

Worth a Thousand Words ◽

10.1002/9781119548690.ch4 ◽

2018 ◽

pp. 39-57

Keyword(s):

Graphic Novels ◽

Foundational Skills

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Managing Conflict and Resistance to Change in a Minor Hockey System

Case Studies in Sport Management ◽

10.1123/cssm.2018-0024 ◽

2019 ◽

Vol 8 (S1) ◽

pp. S15-S20

Author(s):

Daniel Wigfield ◽

Ryan Snelgrove

Keyword(s):

Resistance To Change ◽

Development Program ◽

Intergroup Conflict ◽

Spatial Awareness ◽

Sport Organizations ◽

Entry Level ◽

The Future ◽

Foundational Skills ◽

One Year ◽

A Minor

In March 2017, responding to a pressure to improve athlete development and enjoyment, Hockey Canada moved to change how youth are introduced to hockey by mandating the implementation of a cross-ice development program for its entry-level participants. The mandate of cross-ice programming was to ensure that all 75,000 entry-level participants received increased touches of the puck on an appropriately sized playing surface; thus, heightening their spatial awareness and foundational skills necessary to enjoyably move forward in hockey. As is common for many sport organizations, the proposed programming changes were met with resistance by some stakeholders. Surprisingly, the resistance to the programming changes evolved into a much-publicized intergroup conflict within Hockey Canada’s largest market. The dispute could not be resolved in time for the beginning of the 2017–2018 season. As a result, the defiant local leagues were granted a one-year reprieve from implementing cross-ice programming. With only a one-year reprieve granted, Hockey Canada must now determine the appropriate steps to fully implement their desired programming change and ensure that resistance-based conflicts are limited in the future.

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