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Assessment and early instruction of preschool children at risk for reading disability
Hindson, Barbara, 2005
Journal of Educational Psychology, 97(4), 687-704

An evaluation of an intervention to detect developmental delays of emergent literacy skills in preschool students, based on a sample of 169 students in Sydney, Australia

Reports & Papers

Beginning reading instruction: Towards levelling the playing field
Fielding-Barnsley, Ruth, 2000
Journal of Australian Research in Early Childhood Education, 7(1), 1-9

A comparison of the reading-related test scores of 7 children before and after an 8 week shared reading intervention, based on data collected from 6 voluntary participant low income families living in a small city in New South Wales

Reports & Papers

Developing pre-literacy skills via shared book reading: Assessment of a family intervention program for pre-school children at risk of becoming reading disabled
Fielding-Barnsley, Ruth, 2002
Australian Journal of Learning Disabilities, 7(3), 13-19

A study investigating the effects of a low-cost family intervention program aimed at Australian preschool children at risk for reading failure

Reports & Papers

Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response
Byrne, Brian, 2000
Journal of Educational Psychology, 92(4), 659-667

Findings from a six-year follow-up evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, and its long-term effects on reading levels, based on data from 103 preschool children from the original sample--56 from the experimental group and 47 from the control group

Reports & Papers

Evaluation of a program to teach phonemic awareness to young children
Byrne, Brian, 1991
Journal of Educational Psychology, 83(4), 451-455

An evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, based on data from 126 preschool children divided into an experimental group of 64 and a control group of 62

Reports & Papers

Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up
Byrne, Brian, 1993
Journal of Educational Psychology, 85(1), 104-111

A one-year follow-up evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, based on data from 119 preschool children from the original sample--63 from the experimental group and 56 from the control group

Reports & Papers

Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial
Byrne, Brian, 1995
Journal of Educational Psychology, 87(3), 488-503

Findings from two- and three-year follow-up evaluations of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, and in later reading progress, based on data from 118 preschool children from the original sample--64 from the experimental group and 54 from the control group

Reports & Papers

Expressive Picture Test
Fielding-Barnsley, Ruth, 2002
Australian Journal of Learning Disabilities, 7(3), 13-19

Instruments

Recognition of Initial Consonant Sound and Alphabet
Fielding-Barnsley, Ruth, 2000
Journal of Australian Research in Early Childhood Education, 7(1), 1-9

Instruments

Rhyme Recognition Test
Byrne, Brian, 1991
Journal of Educational Psychology, 83(4), 451-455

Instruments

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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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			Assessment and early instruction of preschool children at risk for reading disability Hindson, Barbara, 2005 Journal of Educational Psychology, 97(4), 687-704 An evaluation of an intervention to detect developmental delays of emergent literacy skills in preschool students, based on a sample of 169 students in Sydney, Australia	Reports & Papers
			Beginning reading instruction: Towards levelling the playing field Fielding-Barnsley, Ruth, 2000 Journal of Australian Research in Early Childhood Education, 7(1), 1-9 A comparison of the reading-related test scores of 7 children before and after an 8 week shared reading intervention, based on data collected from 6 voluntary participant low income families living in a small city in New South Wales	Reports & Papers
			Developing pre-literacy skills via shared book reading: Assessment of a family intervention program for pre-school children at risk of becoming reading disabled Fielding-Barnsley, Ruth, 2002 Australian Journal of Learning Disabilities, 7(3), 13-19 A study investigating the effects of a low-cost family intervention program aimed at Australian preschool children at risk for reading failure	Reports & Papers
			Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response Byrne, Brian, 2000 Journal of Educational Psychology, 92(4), 659-667 Findings from a six-year follow-up evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, and its long-term effects on reading levels, based on data from 103 preschool children from the original sample--56 from the experimental group and 47 from the control group	Reports & Papers
			Evaluation of a program to teach phonemic awareness to young children Byrne, Brian, 1991 Journal of Educational Psychology, 83(4), 451-455 An evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, based on data from 126 preschool children divided into an experimental group of 64 and a control group of 62	Reports & Papers
			Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up Byrne, Brian, 1993 Journal of Educational Psychology, 85(1), 104-111 A one-year follow-up evaluation of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, based on data from 119 preschool children from the original sample--63 from the experimental group and 56 from the control group	Reports & Papers
			Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial Byrne, Brian, 1995 Journal of Educational Psychology, 87(3), 488-503 Findings from two- and three-year follow-up evaluations of the effectiveness of the Sound Foundations program in raising levels of phonemic awareness, and in later reading progress, based on data from 118 preschool children from the original sample--64 from the experimental group and 54 from the control group	Reports & Papers
			Expressive Picture Test Fielding-Barnsley, Ruth, 2002 Australian Journal of Learning Disabilities, 7(3), 13-19	Instruments
			Recognition of Initial Consonant Sound and Alphabet Fielding-Barnsley, Ruth, 2000 Journal of Australian Research in Early Childhood Education, 7(1), 1-9	Instruments
			Rhyme Recognition Test Byrne, Brian, 1991 Journal of Educational Psychology, 83(4), 451-455	Instruments