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Fostering alphabet knowledge development: A comparison of two instructional approaches
Piasta, Shayne B., July, 2010
Reading & Writing Quarterly, 23(6), 607-626

An examination of the effect of letter instruction on children?s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction

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Improving the early literacy skills of children with behavioral disorders and phonological processing deficits at school entry
Nelson, J. Ron, 2005
Reading & Writing Quarterly, 21(1), 105-108

An overview of Stepping Stones to Literacy, an early intervention literacy program designed for use in an inclusive environment with young children with behavioral disorders and phonological processing deficits

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The interplay between literacy and relationships in early childhood settings
Ostrosky, Michaelene, 2006
Reading & Writing Quarterly, 22(2), 173-191

A discussion of strategies to help emphasize the interplay between literacy and relationships (with peers and adults) in order to support young children's emergent literacy

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Signs of emergent literacy among inner-city kindergartners in a storybook reading program
Otto, Beverly W., 1993
Reading & Writing Quarterly, 9(2), 151-162

A study of the impact of a story book comprehension program on emergent literacy in kindergarten children

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Stepping Stones to Literacy: A prevention-oriented phonological awareness training program
Gonzalez, Jorge E., 2003
Reading & Writing Quarterly, 19(4), 393-398

An overview of the early intervention literacy program, Stepping Stones to Literacy, including theoretical framework and strategies for implementation in inclusive early education settings

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Success for young at-risk children: Treat them as we treat all children
Sanacore, Joseph, 1995
Reading & Writing Quarterly, 11(4), 359-368

A discussion of techniques to foster early literacy amongst at-risk children in a manner that does not differentiate them from students without developmental challenges

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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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