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A comparative study of small group fluency instruction
Kuhn, Melanie, 2005
Reading Psychology, 26(2), 127-146

A study evaluating the effectiveness of three intervention strategies for developing reading fluency among elementary school children

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A comparison of two phonological awareness techniques between samples of preschool children
Maslanka, Phyllis, 2002
Reading Psychology, 23(4), 271-288

A study comparing the methods of Sound Box and Sound Sort instruction their impact on the development of phonological awareness skills among preschool children

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Descriptive-developmental performance of at-risk preschoolers on early literacy tasks
Justice, Laura M., 2005
Reading Psychology, 26(1), 1-25

A description of findings from the Phonological Awareness Literacy Screening: Pre-Kindergarten (PALS-PreK) in Virginia, which evaluated the early literacy achievement of at-risk preschool children

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The effects of Fast Start reading: A fluency-based home involvement reading program, on the reading achievement of beginning readers
Rasinski, Timothy, April-June 2005
Reading Psychology, 26(2), 109-125

A study of the impact of a parent-tutoring reading program on letter and word identification and reading fluency in 30 first grade students

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Instability of double-deficit subtypes among at-risk first grade readers
Spector, Janet E., 2005
Reading Psychology, 26(3), 285-312

An examination of the temporal stability of double-deficit subtypes in a sample of low-performing first-grade readers who were school-identified as at risk for future reading difficulties

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Parents' beliefs about young children's literacy development and parents' literacy behaviors
Lynch, Jacqueline, 2006
Reading Psychology, 27(1), 1-20

An examination of the range of parents' self-reported literacy beliefs and the relationship between these beliefs and how they help their preschool-aged children learn emergent literacy skills

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Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures
Oslund, Eric L., January, 2012
Reading Psychology, 33(1-2), 78-103

A study of the predictive validity of The Early Reading Intervention (ERI) curriculum-embedded mastery checks of phonemic and alphabetic/decoding performance and of individual Dynamic Indicators of Basic Early Literacy Skills (DIBELS) nonsense word fluency and phoneme segmentation fluency-- two forms of progress-monitoring measures, on reading outcomes of kindergarten students, and an examination of what combinations of both DIBELS and curriculum-embedded phonemic and alphabetic/decoding measures have the best predictive validity, based on data from 64 children in Connecticut and in Texas kindergartens

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Who reads to young children?: Identifying predictors of family reading activities
Yarosz, Donald J., 2001
Reading Psychology, 22(1), 67-81

An investigation using data from the National Household Education Survey of 1995 to examine variables that can be used to predict home literacy activities, including socioeconomic status, ethnicity, number of children, and mother's educational achievements

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Word exposure conditions and preschoolers' novel word learning during shared storybook reading
Justice, Laura M., 2002
Reading Psychology, 23(2), 87-106

A study of the influence of various word exposure conditions on children's receptive and expressive learning of novel words during shared storybook reading interactions

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The writing process: Three first grade teachers and their students reflect on what was learned
Martin, Linda E., 2005
Reading Psychology, 26(3), 235-249

A study reporting what three first grade teachers and their students learned about the early writing development process when writing workshop programs were implemented in their classrooms

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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