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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 – 8 of 8 1 Fostering alphabet knowledge development: a comparison of two instructional approaches Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K. In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 6, 607-626 BLLDB OLC Linguistik Show details 2 Developing early literacy skills: a meta-analysis of alphabet learning and instruction Piasta, Shayne B.; Wagner, Richard K. In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 45 (2010) 1, 8-38 BLLDB Show details 3 Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill Preschool Language and Literacy Lab, The Ohio State University, Columbus, OH 43210, USA ( host institution ); Piasta, Shayne B. ( author ); Wagner, Richard K. ( author ). - : Elsevier Inc., 2010 BASE Show details 4 Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill Piasta, Shayne B.; Wagner, Richard K.. - 2010 BASE Show details 5 Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction Piasta, Shayne B.; Wagner, Richard K.. - 2010 Abstract: Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed. Keyword: Article URL: https://doi.org/10.1598/RRQ.45.1.2 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2910925 http://www.ncbi.nlm.nih.gov/pubmed/20671801 BASE Hide details 6 Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K.. - 2010 BASE Show details 7 Dyslexia: : identification and classification Piasta, Shayne B.; Wagner, Richard K. In: Single-word reading (New York, 2007), p. 309-326 MPI für Psycholinguistik Show details 8 Learning to read Wagner, Richard K.; Piasta, Shayne B.; Torgesen, Joseph K. In: Handbook of psycholinguistics (Amsterdam [etc.], 2006), p. 1111-1142 MPI für Psycholinguistik Show details

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