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Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy – Reading Research Quarterly, 2016
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy…
Descriptors: Phonological Awareness, Literacy, Naming, German
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Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo – Reading Research Quarterly, 2016
The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school students on phonological awareness (segmental phonology) and text-reading…
Descriptors: Suprasegmentals, Decoding (Reading), Phonological Awareness, Reading Comprehension
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Mesmer, Heidi Anne; Cunningham, James W.; Hiebert, Elfrieda H. – Reading Research Quarterly, 2012
In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word-level, syntax-level, and discourse-level features of text, posing questions for future research. In the fourth section, we address elements of…
Descriptors: Primary Education, Reader Text Relationship, Difficulty Level, Familiarity
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McIntyre, Ellen; Kyle, Diane W.; Moore, Gayle H. – Reading Research Quarterly, 2006
The purpose of this study was to describe how one primary teacher of poor and working class rural students promoted small-group dialogue about books and literary concepts. Specifically, we focused on how she guided the students from the beginning of a lesson in ways that later led to dialogue during a videotaped four-day lesson sequence. We…
Descriptors: Decision Making, Cues, Working Class, Rural Education
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Anthony, Jason L.; Lonigan, Christopher J.; Driscoll, Kimberly; Phillips, Beth M.; Burgess, Stephen R. – Reading Research Quarterly, 2003
Investigates the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Supports a developmental conceptualization of phonological sensitivity. Discusses findings in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. (SG)
Descriptors: Emergent Literacy, Preschool Education, Primary Education, Reading Difficulties
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Matthews, Mona W.; Kesner, John – Reading Research Quarterly, 2003
Investigates the interactions of 16 first-grade children during one academic year as they participated in literacy events with their peers. Suggests that issues related to peer acceptance and reading competence complicate children's interactions during collaborative literacy events. Presents concepts critical to understanding how children with…
Descriptors: Class Activities, Cooperative Learning, Grade 1, Interpersonal Relationship
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Morris, Darrell; Bloodgood, Janet W.; Lomax, Richard G.; Perney, Jan – Reading Research Quarterly, 2003
Tests a hypothesis about the growth of word knowledge in kindergarten and first graders. Notes that it was predicted that phoneme awareness develops in phases and that ability to finger-point read interacts with phoneme awareness in the development of early reading skill. Concludes that structural equation modeling showed that the longitudinal…
Descriptors: Emergent Literacy, Instructional Effectiveness, Invented Spelling, Longitudinal Studies
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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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Paterson, Wendy A.; Henry, Julie Jacobs; O'Quin, Karen; Ceprano, Maria A.; Blue, Elfreda V. – Reading Research Quarterly, 2003
Presents the results of a one-year study of the effectiveness of the Waterford Early Reading Program on kindergarten and first-grade children in a large urban school district in New York state. Concludes that the Waterford program failed to outperform non-Waterford classrooms in part because it did not simulate or encourage the social…
Descriptors: Emergent Literacy, Grade 1, Interpersonal Relationship, Kindergarten
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Aunola, Kaisa; Nurmi, Jari-Erik; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Rasku-Puttonen, Helena – Reading Research Quarterly, 2002
Investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs. Shows that parents' beliefs in their children's general school competence predicted their children's use of a task-focused strategy and a lack of task-avoidance, which further predicted the children's high level of reading…
Descriptors: Academic Achievement, Educational Strategies, Parent Attitudes, Parent Child Relationship
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Maloch, Beth – Reading Research Quarterly, 2002
Explores the relationship between the teacher's role and the students' participation within literature discussion groups in a third-grade classroom. Finds two salient themes: the problematic nature of students' transition from a teacher-led to a student-led discussion format; and the responsive nature of the teacher's interventions relative to…
Descriptors: Classroom Communication, Discussion (Teaching Technique), English Instruction, Grade 3
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Wollman-Bonilla, Julie E. – Reading Research Quarterly, 2001
Examines first graders' demonstrations of audience awareness in the context of Family Message Journal writing (in which children write a message to their families and receive written replies). Finds that the first graders demonstrated a sense of audience when writing for family readers, to get something they want, when prompted by their teacher to…
Descriptors: Audience Awareness, Childrens Writing, Dialog Journals, Family Communication
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Fitzgerald, Jill – Reading Research Quarterly, 2001
Finds that at-risk first and second graders made statistically significant gains in instructional reading level that was attributable to tutoring by minimally trained America Reads Challenge college students. Finds that the greatest impact was in affecting children's ability to read words, and that most of their growth occurred during the second…
Descriptors: College Students, High Risk Students, Instructional Effectiveness, Primary Education
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Sipe, Lawrence R. – Reading Research Quarterly, 2000
Describes what constituted literary understanding for one classroom interpretive community of first and second graders by analyzing their oral responses as picture storybooks were read aloud to them. Suggests that the impressive literary critical abilities of children as young as first and second grade are appropriately understood through a wide…
Descriptors: Childrens Literature, Grade 1, Grade 2, Listening Comprehension
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Van den Branden, Kris – Reading Research Quarterly, 2000
Examines to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible. Finds that negotiating the meaning of unmodified written input led to higher comprehension than premodifying the same input. Suggests guidelines as to the role teachers should play when input is negotiated in the…
Descriptors: Instructional Effectiveness, Multilingualism, Primary Education, Reading Comprehension
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