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Mano, Quintino R.; Kloos, Heidi – Journal of Research in Childhood Education, 2018
When learning to read, the developing mind is likely to cluster letters into frequency-based chunks. In the current study, the authors investigated the extent to which such chunking takes place among preschoolers (N = 54) by examining the association between sensitivity to subword orthographic regularity and preschooler age. A version of the…
Descriptors: Emergent Literacy, Preschool Children, Age Differences, Orthographic Symbols
Léger, Paul David; Cameron, Catherine Ann – Journal of Research in Childhood Education, 2013
The authors' interest in the associations between beginners' reading and writing performance led them to devise an index of children's meaning construction in reading by increasing the specificity of the Reading Miscue Inventory meaning change index to include finer discriminations between superficial and meaning disruptive miscues potentially…
Descriptors: Oral Reading, Early Reading, Miscue Analysis, Emergent Literacy
Dixon-Krauss, Lisbeth; Januszka, Cynthia M.; Chae, Chan-Ho – Journal of Research in Childhood Education, 2010
This study reports the construction of the Dialogic Reading Inventory (DRI), a tool for assessing a parent and child's storybook reading behaviors. Twenty-three parent-child dyads participated in the study. The Adult-Child Interactive Reading Inventory (DeBruin-Parecki, 1999) items were grouped into four categories and revised to reflect current…
Descriptors: Graduate Students, Test Items, Early Reading, Phonological Awareness
Ihmeideh, Fathi – Journal of Research in Childhood Education, 2010
This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales--Teachers' Beliefs Scale (TB Scale) and Teachers' Practices Scale (TP Scale)--to examine the role of computer technology in teaching…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Reading Instruction
Martin, Kathleen; Emfinger, Kay; Snyder, Scott; O'Neal, Marcia – Journal of Research in Childhood Education, 2007
This paper presents results of Year 2 of an Early Reading First project in a low-income, primarily African American community. Goals of Early Reading First include preparing at-risk preschoolers for school success. This project provided professional development, classroom coaching, books, and materials in support of a literacy-focused preschool…
Descriptors: Early Reading, Kindergarten, Emergent Literacy, Intervention
Harlin, Rebecca P. – Journal of Research in Childhood Education, 2007
This issue features seven studies that address affective as well as academic educational outcomes. The first article incorporates teachers' perceptions of the role of technology in supporting English language learners' writing. The second article highlights results for two cohorts of young children served by an Early Reading First program at…
Descriptors: Intervention, Early Reading, Outcomes of Education, Second Language Learning
Paulson, Lucy Hart; Kelly, Karen L.; Jepson, Stacia; van den Pol, Rick; Ashmore, Rhea; Farrier, Merle; Guilfoyle, Shannon – Journal of Research in Childhood Education, 2004
This study examined the effectiveness of the Montana Early Literacy Project (MELP) curriculum on literacy and language skills of preschool-age children in Head Start. The MELP model utilizes everyday events and existing routines of classroom and home environments to build literacy and language directly into children's daily experiences. Using a…
Descriptors: Language Skills, Emergent Literacy, Active Learning, Preschool Children