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Mesmer, Heidi Anne E.; Williams, Thomas O. – Reading Research Quarterly, 2015
Concept of word in print is the development of an understanding of how monosyllabic and multisyllabic words operate in print. Young children show evidence of this understanding when they are able to repeat a line of text while accurately pointing to each word as it is said. A small but robust line of work has examined the knowledge, skills, and…
Descriptors: Preschool Children, Syllables, Alphabets, Vocabulary Development
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Lemons, Christopher J.; Fuchs, Douglas – Reading Research Quarterly, 2010
Practitioners are increasingly expected to provide reading instruction to students with intellectual disabilities to help them become literate. Whereas explicit, systematic reading instruction is effective at preventing reading difficulties for most young children, its effectiveness for children with intellectual disabilities remains unclear. The…
Descriptors: Reading Difficulties, Intervention, Beginning Reading, Sight Vocabulary
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Piasta, Shayne B.; Wagner, Richard K. – Reading Research Quarterly, 2010
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that…
Descriptors: Small Group Instruction, Spelling, Beginning Reading, Alphabets
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Cunningham, James W.; Spadorcia, Stephanie A.; Erickson, Karen A.; Koppenhaver, David A.; Sturm, Janet M.; Yoder, David E. – Reading Research Quarterly, 2005
Leveled books originally selected by or produced for use in Reading Recovery or its regular classroom initiative are now also widely used in regular and special classrooms having no affiliation with Reading Recovery. The frequent use of these leveled books in settings other than Reading Recovery raises an important question: Do books leveled for…
Descriptors: Beginning Reading, Word Recognition, Reading Failure, Remedial Reading
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Mathes, Patricia G.; Denton, Carolyn A.; Fletcher, Jack M.; Anthony, Jason L.; Francis, David J.; Schatschneider, Christopher – Reading Research Quarterly, 2005
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…
Descriptors: High Risk Students, Grade 1, Beginning Reading, Student Characteristics
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Ritchey, Kristen D. – Reading Research Quarterly, 2004
The purpose of the study was (a) to examine the development of four sublexical fluency skills over the second semester of kindergarten and (b) to identify the predictors of fluency level (estimated at the end of kindergarten) and growth. Ninety-two kindergarten children enrolled in six full-day kindergarten classrooms participated. The students…
Descriptors: Beginning Reading, Kindergarten, Young Children, Reading Fluency
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Leppnen, Ulla; Niemi, Pekka; Aunola, Kaisa; Nurmi, Jari-Erik – Reading Research Quarterly, 2004
This study investigated the trajectories of preschool and first-grade childrens development of reading skills, as well as the cognitive and social antecedents of that development. One-hundred and ninety-six 5- to 6-year-old children were tested in October and April of their preschool year and again in the first grade. Data included measures of…
Descriptors: Grade 1, Reading Skills, Literacy Education, Reading Instruction
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Paris, Alison H.; Paris, Scott G. – Reading Research Quarterly, 2003
Explains the creation and validation of the Narrative Comprehension of Picture Books task (NC task), an assessment of young children's comprehension of wordless picture books. Creates and tests assessment materials and procedures that can be used with young children, whether or not they can decode print. Discusses how narrative comprehension is…
Descriptors: Beginning Reading, Comprehension, Evaluation Methods, Narration
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Jordan, Gail E.; Snow, Catherine E.; Porche, Michelle V. – Reading Research Quarterly, 2000
Investigates effectiveness of the Project Early Access to Success in Education, which includes parent education sessions on assisting their children's developing literacy abilities, at-school parent/child activities, and at-home book-mediated activities. Finds improvement in language skills, with a strong impact on the children who scored low at…
Descriptors: Beginning Reading, Emergent Literacy, Family Literacy, Kindergarten
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Weintraub, Samuel; And Others – Reading Research Quarterly, 1971
Descriptors: Beginning Reading, Disadvantaged Youth, Individualized Reading, Language
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Wardhaugh, Ronald – Reading Research Quarterly, 1971
Descriptors: Beginning Reading, Child Language, Conceptual Schemes, Imitation
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Singer, Harry; And Others – Reading Research Quarterly, 1973
Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)
Descriptors: Beginning Reading, Elementary Education, Reading Instruction, Reading Research
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Durkin, Dolores – Reading Research Quarterly, 1974
Reports the reading achievement during grades one through four of children who participated in a two-year, pre-first grade language arts program. (RB)
Descriptors: Beginning Reading, Early Childhood Education, Elementary Education, Language Arts
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Weintraub, Samuel, Comp.; And Others – Reading Research Quarterly, 1973
The 302 reports of reading research summarized here were published between July 1, 1971, and June 30, 1972. The research has been categorized under six headings. The first category includes other summaries of research, classified as general or under specific titles. The second category consists of research literature related to teacher preparation…
Descriptors: Beginning Reading, Literature Reviews, Reading Difficulty, Reading Instruction
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Ehri, Linnea C.; Wilce, Lee S. – Reading Research Quarterly, 1985
Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)
Descriptors: Beginning Reading, Comparative Analysis, Cues, Decoding (Reading)
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