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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 – 9 of 9 1 IRTs of the ABCs: children's letter name acquisition. Phillips, Beth M (authoraut); Francis, David J (authoraut); Lonigan, Christopher J (authoraut); Anthony, Jason L (authoraut); Piasta, Shayne B (authoraut) Abstract: We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters--but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction. ; HD052120, HD30988, HD36067, HD36509, HD38880, P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4322910. Keyword: Child; Female; Humans; Language Development; Male; Names; Preschool; Verbal Learning; Vocabulary URL: http://purl.flvc.org/fsu/fd/FSU_pmch_22710016 https://doi.org/10.1016/j.jsp.2012.05.002 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330515/datastream/TN/view/IRTs%20of%20the%20ABCs.jpg BASE Hide details 2 An evaluation of two emergent literacy screening tools for preschool children. Wilson, Shauna B (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 3 Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools. Wilson, Shauna B (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 4 Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Farrington, Amber L (authoraut); Phillips, Beth M (authoraut); Lonigan, Christopher J (authoraut). BASE Show details 5 Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills. Phillips, Beth M (authoraut); Wyatt, Marcy A (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 6 Learning to write letters: examination of student and letter factors. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 7 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 8 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) BASE Show details 9 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

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