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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 Individual difference variables that predict response to training in phonological awareness Torgesen, Joseph K.; Davis, Charlotte In: Journal of experimental child psychology. - Amsterdam : Elsevier 63 (1996) 1, 1-21 BLLDB Show details 2 Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text Stahl, Steven A.; Jacobson, Michael G.; Davis, Charlotte E.... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 24 (1989) 1, 27-43 BLLDB Show details 3 Developmental and individual differences in performance on phonological synthesis tasks Torgesen, Joseph K.; Wagner, Richard K.; Balthazar, Mike... In: Journal of experimental child psychology. - Amsterdam : Elsevier 47 (1989) 3, 491-505 BLLDB Show details 4 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries BASE Show details 5 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries BASE Show details 6 The determinants of response to phonological awareness training Johnson-Davis, Charlotte.; Florida State University Abstract: The research literature has established a solid link between early development of phonological awareness and subsequent development of beginning reading skills. In addition to the empirical data obtained from longitudinal-correlational studies, training studies have indicated that the relationship is a causal one. The training studies have reported that it is possible to increase phonological awareness skills through training and that the training has an effect on subsequent acquisition of beginning reading skills. Few studies, however, have reported individual differences in response to phonological awareness training. The purpose of the present investigation was to determine which child characteristics would predict response to a twelve-week phonological awareness training program. One hundred kindergarten children participated in the study. Sixty children received phonological awareness training, while forty children served as a no-treatment control group. An analysis of covariance verified that the training had an effect on the children's phonological awareness skills. Once group-level differences were obtained, correlates of growth were examined by analyzing individual growth curves with hierarchical linear models. The best predictor of growth in both segmenting and blending was performance on the nonword spelling measure prior to training. The best model for predicting growth in segmenting included nonword spelling and general verbal ability, while the best model for blending included nonword spelling and rapid serial naming of digits. These latter variables accounted for essentially all of the reliable growth in blending skills, while the predictive model for segmenting left a significant proportion of the variance in growth unexplained. ; Source: Dissertation Abstracts International, Volume: 55-02, Section: A, page: 0246. ; Major Professor: Joseph K. Torgesen. ; Thesis (Ph.D.)--The Florida State University, 1993. Keyword: Developmental; Education; Educational Psychology; Language and Literature; Psychology URL: http://purl.flvc.org/fsu/lib/digcoll/etd/3088297 http://diginole.lib.fsu.edu/islandora/object/fsu%3A77101/datastream/TN/view/The%20determinants%20of%20response%20to%20phonological%20awareness%20training.jpg BASE Hide details

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