Results 141 to 150 of about 21,962 (259)

Developmental Patterns of English Alphabet Knowledge in Chinese–English Emergent Bilingual Children

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
The graphical abstract compares the developmental patterns of alphabet knowledge between Chinese‐English bilingual children and established monolingual norms. The study highlights a distinct developmental pattern, emphasizing the need for alphabet instruction that accounts for specific cultural and linguistic contexts for bilingual children.
Somin Park
wiley   +1 more source

Effects of Task-Irrelevant Talker Identity and Continuity on Spatial Selective Attention Under Interruption. [PDF]

Trends Hear
Liang W, Noyce AL, Brown CA, Shinn-Cunningham BG.   +3 more
europepmc   +1 more source

Supporting Early Literacy and Reading Skills Development in Grade 1: Findings From a Randomized Control Trial With GraphoLearn‐Rime and Teacher‐Led Phonics Instruction

Reading Research Quarterly, Volume 61, Issue 3, July/August/September 2026.
In the abstract, we have graphically presented the aim and design of the randomized control trial. Furthermore, our key findings on both the interventions' effectiveness and learning transfer across media are briefly explained. ABSTRACT This randomized control trial examined the contribution of teacher‐led phonics instruction and GraphoLearn‐Rime (GL ...
Deepti Bora, Ulla Richardson, Anna‐Maija Poikkeus, Minna Torppa   +3 more
wiley   +1 more source

Reverberation exacerbates effects of interruption on auditory spatial selective attention. [PDF]

JASA Express Lett
Figarola V, Liang W, Luthra S, Brown C, Shinn-Cunningham B.   +4 more
europepmc   +1 more source

Introducing the Record of Decision‐Making: A New Formative Assessment for Oral Reading

The Reading Teacher, Volume 80, Issue 1, July/August 2026.
ABSTRACT In this “Teaching and Learning in Practice” article, we introduce the record of decision‐making (RODM), a formative assessment of decoding while reading that measures the frequency of a student's use of backup strategies while reading aloud. We first explain backup strategies and then share validation and reliability evidence for the backup ...
Emily M. Rodgers, Jerome V. D'Agostino
wiley   +1 more source

Neural frequency-tagging of syllables in naturalistic speech is sensitive to background noise and age-related hearing loss. [PDF]

Front Aging Neurosci
Elmer S, Meyer M, Giroud N.
europepmc   +1 more source

An Exploration of the Use of Musical Activities to Promote Foundational Literacy Competencies for Children Aged 3–5 Years

The Reading Teacher, Volume 80, Issue 1, July/August 2026.
ABSTRACT Research into the process of becoming literate mainly focuses on the teaching of the alphabetic principle as a starting point upon school entry. However, experiences, knowledge, and skills prior to this point may determine future success.
Maria Kay
wiley   +1 more source

Assessing the Readability of Online Keloid Resources. [PDF]

Cureus
Iwelumo K, Singh K.
europepmc   +1 more source

‘Don't say “fis” say “fish” ’, ‘I said “fis”’: Ethical Considerations in Therapy to Change Child Speech

International Journal of Language &Communication Disorders, Volume 61, Issue 4, July/August 2026.
ABSTRACT Background Historically, assessment of child speech has focused on transcription and analysis of speech sound production with no exploration of the child's own perception of his or her speech. This article explores the possibility that whilst children with speech ‘difficulties’ may be aware that ‘talking to people’ is problematic, they may not
Anne Harding‐Bell
wiley   +1 more source

Parental Perspectives and Experiences of Working With Speech and Language Therapists to Support Home Practice for Their Child With a Speech Sound Disorder: A Qualitative Study

International Journal of Language &Communication Disorders, Volume 61, Issue 4, July/August 2026.
ABSTRACT Background Speech sound disorder (SSD) is broadly defined as difficulty producing speech sounds in childhood. It can have a lasting impact on academic outcomes and well‐being, making effective early intervention vital. Speech and language therapists (SLTs) consider parental involvement—particularly supporting their child with home practice—as ...
Katherine Pritchard, Vesna Stojanovik, Jill Titterington, Emma Pagnamenta   +3 more
wiley   +1 more source