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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...122 123 124 125 126 Hits 2.501 – 2.512 of 2.512 2501 Semantic Structure in Vocabulary Knowledge Interacts With Lexical and Sentence Processing in Infancy. Ellis, Erica M (authoraut); Elman, Jeffrey L (authoraut); Evans, Julia L (authoraut). BASE Show details 2502 Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Purpura, David J (authoraut); Wilson, Shauna B (authoraut); Walker, Patricia M (authoraut). BASE Show details 2503 Relations among student attention behaviors, teacher practices, and beginning word reading skill. Sáez, Leilani (authoraut); Folsom, Jessica Sidler (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details 2504 Lexical decision as an endophenotype for reading comprehension: an exploration of an association. Naples, Adam (authoraut); Katz, Len (authoraut); Grigorenko, Elena L (authoraut) BASE Show details 2505 The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children. Jasińska, Kaja K (authoraut); Molfese, Peter J (authoraut); Kornilov, Sergey A (authoraut). BASE Show details 2506 Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Lerner, Matthew D (authoraut); Lonigan, Christopher J (authoraut) Abstract: Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. ; Alphabet knowledge, Emergent literacy, Letter knowledge, Phonemic awareness, Phonological awareness, Preschool students ; P50 HD052120, R01 HD038880, 052120, HD38880 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5225463. Keyword: Awareness; Child; Child Development; Female; Humans; Language; Male; Phonetics; Preschool; Reading; Vocabulary URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A600774/datastream/TN/view/Bidirectional%20relations%20between%20phonological%20awareness%20and%20letter%20knowledge%20in%20preschool%20revisited.jpg https://doi.org/10.1016/j.jecp.2015.09.023 http://purl.flvc.org/fsu/fd/FSU_pmch_26745710 BASE Hide details 2507 Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Lonigan, Christopher J (authoraut); Lerner, Matthew D (authoraut); Goodrich, J Marc (authoraut). BASE Show details 2508 Evaluating the dimensionality of first-grade written composition. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Folsom, Jessica S (authoraut). BASE Show details 2509 The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Ortiz, Miriam (authoraut); Folsom, Jessica S (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details 2510 Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades? Terry, Nicole Patton (authoraut); Connor, Carol McDonald (authoraut); Petscher, Yaacov (authoraut). BASE Show details 2511 Reading and a diffusion model analysis of reaction time. Naples, Adam (authoraut); Katz, Leonard (authoraut); Grigorenko, Elena L (authoraut) BASE Show details 2512 Linguistic and maternal genetic diversity are not correlated in native mexicans Sandoval Mendoza, Karla; Buentello Malo, Leonor; Peñaloza Espinosa, Rosenda. - : Springer BASE Show details Page: 1...122 123 124 125 126

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