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Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2021)
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Development of the Narrative Assessment Protocol-2: A tool for examining young children's narrative skill
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In: Faculty Scholarship 2020 (2020)
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An Investigation into the Curricula (Type and Quality) Used by Early Childhood Educators
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2020)
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Teachers’ experiences with a state-mandated kindergarten readiness assessment
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2017)
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Teachers’ perspectives on the Kindergarten Readiness Assessment in year 2: Easier to administer but what role can it play in instruction?
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2017)
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Using the new Kindergarten Readiness Assessment: What do teachers and principals think?
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2015)
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Consultant Feedback Provided at Different Points of the Intervention (Cabell et al., 2011) ...
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Consultant Feedback Provided at Different Points of the Intervention (Cabell et al., 2011) ...
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Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
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Learning Letter Names and Sounds: Effects of Instruction, Letter Type, and Phonological Processing Skill
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Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction
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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.
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Keyword:
Article
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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
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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches
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