This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self-regulation, both…

"Lollipop Logic" employs visual and pictorial clues to introduce and reinforce high-powered thinking for pre-readers. Seven different thinking skills--sequences, relationships, analogies, deduction, pattern decoding, inference, and critical analysis--are presented in a format designed to appeal to gifted young learners. This…

Background: Learning pre-reading skills through formal education in early childhood is vital for a child's future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development…

Emergent literacy is an umbrella term that encompasses developmental precursor skills, knowledge, and attitudes related to reading and writing. Previous studies have focused on the cognitive aspects of reading, such as word recognition, phonological awareness, and comprehension. However, reading is also an activity that requires effort and…

Previous studies have presented discrepant findings of e-stories' contribution to children's narrative comprehension, which can be attributed to not only the variation of multimedia features among studies but also to learner and text features. The main goal of the present study was to expand understanding of the effect of e-stories on children's…

In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed…

The association between pre-reading skills and phonological production skills has been shown at school age, but less is known about how these skills interact at an earlier age when they are just developing. The focus was to investigate whether a connection between pre-reading skills (letter naming, rapid automatised naming; RAN) and phonological…

Dyslexia has frequently been related to atypical auditory temporal processing and speech perception. Results of studies emphasizing speech onset cues and reinforcing the temporal structure of the speech envelope, that is, envelope enhancement (EE), demonstrated reduced speech perception deficits in individuals with dyslexia. The use of this…

Conceptual models of early writing suggest multiple component skills support children's early writing development. Although research interest in early writing skills has grown in recent years, the majority of studies focus narrowly on procedural knowledge or transcription skills (i.e., handwriting and spelling) to the relative exclusion of how…

Children's early knowledge and skills set the stage for later reading development. The present studies examined children's conceptual knowledge of reading prior to formal literacy instruction. Young children's knowledge about who is able to read books and what readers are reading when they read books has been studied primarily through interviews.…

Self-regulation, an increasingly focus of social-emotional learning curriculums for over twenty years according to Zimmerman (2008), provides students with the ability of "setting goals, selecting strategies, and self-monitoring their effectiveness" as opposed to waiting for others to redirect their behavior (p. 166). Prekindergarten…

This study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother-child dyads (3;00-4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false…

This study explored the role of parental involvements in children's acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through…

This research study sought to determine whether pre-reading assignments have an impact on a student's academic performance. Learning a new topic which oftentimes seems foreign is never easy. However, reading a short article or reviewing a slide-show presentation on the lecture topic before the lecture happens (otherwise known as a pre-reading…

The purpose of this pilot study was to explore whether exposing pre-readers to an unfamiliar event in a brief, play-based, session would enhance comprehension of a story based on that event. Twenty-four typically developing participants (9 males; 15 females), aged 30-51 months (M = 39.13, SD = 6.02) were randomly assigned to free-play and…