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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:VIRGINIA [remove]; Full Text:yes [remove]; Classification:Early Literacy [remove];
8 results found.|
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Analysis of state K-3 reading standards and assessments: Final report An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments |
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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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Informational text use in preschool classroom read-alouds A categorical study of texts read in early childhood classrooms and an analysis of their correspondence to state standards from 733 randomly selected texts identified from the reading logs of 84 teachers in 2 states participating in a larger, 30-week book-reading study called Project Sit Together and Read (STAR) for at-risk students |
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Literacy behaviors of preschool children participating in an early intervention program An investigation into the emergent literacy skills of preschoolers who participated in an early intervention program, based on a sample of 2,759 children from the Virginia Preschool Initiative (VPI) |
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Pathways to reading: The role of oral language in the transition to reading A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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A second year of one-on-one tutoring: An intervention for second graders with reading difficulties A study that expanded the Virginia Book Buddies program, initially designed to improve first graders' reading achievement, to include second graders with below-average reading skills |
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Super Why Summer Camp assessment findings: Summer 2008 An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008 |
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