Results 261 to 270 of about 1,073,946 (296)

Predictive value of pre-reading skills and general language ability at 3;6 for pre-reading skills at 5;0 – a longitudinal comparison study

Clinical Linguistics and Phonetics
Pre-reading skills (PreRS; rapid automatised naming RAN, letter knowledge LK, lexical ability and phonological processing PP) are precursory skills specific to reading, thus described as code-related. Early identification of weak PreRS is essential regarding their predictive value for reading performance.
Petriina Munck, Suvi Stolt
exaly   +3 more sources

The Teaching of Pre-Reading Skills in Multilingual Classrooms: What Can We Learn?

Literacy Studies, 2023
Margaret Funke Omidire
exaly   +2 more sources

Pre-reading skills and the alphabet

Practical Pre-School, 1997
The whole concept of learning to read can seem mysterious and full of controversy. Educationists talk about ‘reading behaviours’ and ‘pre-reading skills’ when they discuss children’s response to picture books. On the other hand, parents usually regard reading as the process by which children get meaning from words rather than pictures.
openaire   +1 more source

The contribution of age and reading instruction to oral narrative and pre-reading skills

First Language, 2011
Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning
Sebastian P. Suggate, Elizabeth A. Schaughency, Elaine Reese   +2 more
openaire   +1 more source

The Development of Pre-Reading Skills in an Experimental Kindergarten Program

The Elementary School Journal, 1971
Basic to the current approaches in teaching reading is the as sumption that success in beginning reading is crucial and that reading programs in the primary grades must be organized to assure this success. Evidence of the importance of achievement in initial reading instruction is the large number of research studies designed to find more effective ...
openaire   +1 more source

Pre-Reading Skills in Kindergarten: A Second Report

The Elementary School Journal, 1965
Although change has become a byword in our society, most kindergarten programs are little different from programs of thirty-or even fiftyyears ago. We firmly believe that there are legitimate reasons for revising traditional programs in kindergarten as well as at other levels.
openaire   +1 more source

Assessment of pre‐reading skills: A review of frequently employed measures

Reading World, 1974
(1974). Assessment of pre‐reading skills: A review of frequently employed measures. Reading World: Vol. 13, No. 3, pp. 171-197.
openaire   +1 more source

Computer Aided Development of Phonetic Skills in Non-Vocal Pre-Reading Children

Journal of Special Education Technology, 1983
Current technology provides new alternatives for developing communication skills in the non-vocal physically handicapped child. The purpose of this pilot project was to determine if pre-reading children could learn to formulate CV (consonant-vowel) and CVC (consonant-vowel-consonant) word combinations through a speech synthesizer.
Joan Bruno, Joan Goodman
openaire   +1 more source

Developing pre-reading and listenting skills at children with visual impairment

2010
Preschool experiences are important to the growth and development of blind children. The blind children need the same information, educational experiences and opportunities as sighted children to become competent, self-sufficient and independent in communication and learning.
Hathazi, Andrea, Fajdetić, Andrea
openaire   +2 more sources

Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia

Journal of Learning Disabilities, 2009
Earlier results from the Jyväskylä Longitudinal Study of Dyslexia showed that newborn event-related potentials (ERPs) of children with and without familial risk for dyslexia were associated with receptive language and verbal memory skills between 2.5 and 5 years of age.
Tomi K, Guttorm, Paavo H T, Leppänen, Jarmo A, Hämäläinen, Kenneth M, Eklund, Heikki J, Lyytinen   +4 more
openaire   +2 more sources