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Comprehensive Test of Phonological Processing
Resource Type:
Instruments
Source:
Austin, TX: Pro-Ed
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Reinterpreting the development of reading skills
Instability of double-deficit subtypes among at-risk first grade readers
Preschool Comprehensive Test of Phonological and Print Processing
Prediction of first-grade reading in Spanish-speaking English-language learners
Report of the findings from the Early Childhood Study: 2001-02
The Voyager Universal Literacy System: Results from a study of kindergarten students in inner-city schools
Effects of a prereading intervention on the literacy and social skills of children
The Georgia Early Childhood Study: 2001-2004: Final report
Literate behaviors in African American Head Start families: A multiple literacies perspective
Learning to read in a non-native language: The relationship between English oral-language and early literacy skills of kindergarten children in Singapore
An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03)
Early education policy alternatives: Comparing quality and outcomes of Head Start and state prekindergarten
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
North Carolina's kindergartners & schools technical report: Addendum to the April 2001 summary report
Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative
Pathways to literacy: A study of invented spelling and its role in learning to read
Ecological influences on emergent literacy development: The role of home and preschool experiences in the transition from language to literacy
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction
Pathways to mathematics: Longitudinal predictors of performance
Relations among student attention behaviors, teacher practices, and beginning word reading skill
Reading-related skills in earlier- and later-schooled children
Targeted Reading Intervention: A coaching model to help classroom teachers with struggling readers
Early identification of reading disabilities within an RTI framework
Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures
Developmental trajectories of preschool early literacy skills: A comparison of language-minority and monolingual-English children
The relationship between child care subsidies and children's cognitive development
Print reading in general education kindergarten classrooms: What does it look like for students at-risk for reading difficulties?
Mathematical skills in 3- and 5-year-olds with Spina Bifida and their typically developing peers: A longitudinal approach
Investigating the relationship between social behaviors and phonological awareness in preschool children
A (Pan-Canadian) cluster randomized control effectiveness trial of the ABRACADABRA web-based literacy program
Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers
Examining the effects of home literacy and numeracy environment on early reading and math acquisition
A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
Auditory processing in noise: A preschool biomarker for literacy
A prekindergarten curriculum supplement for enhancing mainstream American English knowledge in nonmainstream American English speakers
Do bilingual children possess better phonological awareness?: Investigation of Korean monolingual and Korean-English bilingual children
Cognitive, linguistic and print-related predictors of preschool children's word spelling and name writing
A longitudinal investigation of inattention and preliteracy development
Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading
Environmental and developmental indicators in early childhood: Relations to second-grade reading comprehension
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