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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Predictors of Reading Comprehension: A Model-Based Meta-analytic Review Taylor, Jeanette E. (committee member); College of Arts and Sciences (degree granting college); Florida State University (degree granting institution). - : Florida State University BASE Show details 2 Developing Emergent Literacy Skills: The Impact of Alphabet Instruction Piasta, Shayne B. (authoraut); Wagner, Richard K. (professor directing dissertation); Connor, Carol McDonald (outside committee member); Licht, Mark H. (committee member); Lonigan, Christopher J. (committee member); Schatschneider, Christopher (committee member); Department of Psychology (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: Small group instruction was provided to preschool children (n = 58) to examine (1) potential benefits of systematic alphabet instruction as compared to typical preschool instruction, (2) the letter name-to-sound facilitation effect, (3) causal relations between alphabet knowledge and emergent literacy skill development, and (4) the influence of phonological processing abilities on alphabet knowledge development. Children were randomly assigned to receive letter name and sound training, letter sound training only, or numeracy training (serving as a treated control). Thirty-four 15 minute lessons were provided. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition, possibly due to letter name-to-sound facilitation. Benefits did not generalize to other emergent literacy skills. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Degree Awarded: Summer Semester, 2008. ; Date of Defense: May 14, 2008. ; Emergent Reading, Letters, Phonological Awareness, Literacy, Sounds, Preschool, Training, Alphabet ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Dissertation; Carol McDonald Connor, Outside Committee Member; Mark H. Licht, Committee Member; Christopher J. Lonigan, Committee Member; Christopher Schatschneider, Committee Member. Keyword: Psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A169142/datastream/TN/view/Developing%20Emergent%20Literacy%20Skills.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-0915 BASE Hide details 3 Development of Writing: Key Components of Written Language Kantor, Patricia Thatcher (authoraut); Wagner, Richard K. (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 4 The Nature of Morphological Knowledge Muse, Andrea E. (authoraut); Wagner, Richard K. (professor directing dissertation); Wetherby, Amy (outside committee member). - : Florida State University BASE Show details 5 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing thesis); Lonigan, Christopher J. (committee member). - : Florida State University BASE Show details 6 What Do Children Know, When They Know a Word? Phythian-Sence, Caroline (authoraut); Wagner, Richard K. (professor directing thesis); Schatschneider, Christopher (committee member). - : Florida State University BASE Show details

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