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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 Page: 1 2 3 4 5 Hits 1 – 20 of 84 1 Promoting foundation reading skills with at-risk students Sucena, Ana; Silva, Ana Filipa; Marques, Cátia. - : Frontiers, 2021 Abstract: This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills. ; info:eu-repo/semantics/publishedVersion Keyword: Assessment; Decoding; Early reading program; Letter-sound knowledge; Phonemic awareness URL: https://doi.org/10.3389/fpsyg.2021.671733 http://hdl.handle.net/10400.22/18365 BASE Hide details 2 Que relações existem entre a escrita, a consciência fonológica e conhecimento de letras em crianças de pré-escolar Santos, Cátia Filipa Rodrigues. - 2021 BASE Show details 3 Consciência Fonológica em idade pré-escolar e no 1.º ano de escolaridade Almeida, Catarina Alexandra Santos. - 2021 BASE Show details 4 Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021 BASE Show details 5 What the Sandpaper Letters Taught me Hubbard, Margaret E.. - 2021 BASE Show details 6 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 7 Interleaved lexical and audiovisual information can retune phoneme boundaries Ullas, Shruti; Formisano, Elia; Eisner, Frank. - : U.S., Springer, 2020 BASE Show details 8 THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION Mohammad Husam Mohammad Alhumsi In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020) BASE Show details 9 Contextualising children's literature to build phonemic awareness Vanderburg, Michelle A; Logan, Charlotte J; Sambell, Birgit N... In: Vanderburg, MA, Logan, CJ, Sambell, BN, Straughair, L, (2019). Contextualising children's literature to build phonemic awareness. Practical Literacy: The Early and Primary Years, Vol. 24, No. 1, p. 39-42 (2019) BASE Show details 10 The Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergarten ... Fowler, Amy. - : Maryland Shared Open Access Repository, 2019 BASE Show details 11 A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school O'SULLIVAN, JENNIFER. - : Trinity College Dublin. School of Education. Discipline of Education, 2019 BASE Show details 12 Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness and Orthographic Knowledge McNeill, Brigid In: Australian Journal of Teacher Education (2018) BASE Show details 13 Speech perception in children with reading disabilities Lu, Jie. - 2018 BASE Show details 14 Supporting Phonemic Awareness in a Montessori Children’s House McDermott, Molly G. In: Masters of Arts in Education Action Research Papers (2017) BASE Show details 15 Validity of a New Measure of Phonemic Awareness that Does Not Require Spoken Responses in Children with Complex Communication Needs Chavers, Tiffany. - : Digital Commons @ University of South Florida, 2017 In: Graduate Theses and Dissertations (2017) BASE Show details 16 First Grade Outcomes From a Phonological Awareness Intervention Nishikawa, Corrie Mieko. - : eScholarship, University of California, 2016 In: Nishikawa, Corrie Mieko. (2016). First Grade Outcomes From a Phonological Awareness Intervention. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/22n7t41j (2016) BASE Show details 17 A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ... Suggate, Sebastian. - : Universität Regensburg, 2016 BASE Show details 18 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details 19 Using Matrix Training To Establish The Alphabetic Principle, and Generalization To Reading, In Typically Developing Struggling Readers Cummings, Carol. - : University of Kansas, 2016 BASE Show details 20 The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement Leinen, Amy. - 2016 BASE Show details Page: 1 2 3 4 5

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