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101.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. 相似文献
102.
The purpose of this study was to concurrently examine the development of written language across different writing tasks and
to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers
was assessed using numerous writing tasks. The findings from this study indicate that children demonstrate knowledge about
writing before beginning school and receiving formal instruction. There was clear evidence to support the claim that universal
writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal
and language-specific writing features. Preschoolers appear to progress along a continuum from scribbling to conventional
spelling. Although this progression is sequential, children’s writing proficiency is task dependent. Implications of these
findings on writing development are discussed. 相似文献
103.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献
104.
105.
Christopher Platt 《Publishing Research Quarterly》2011,27(3):247-253
Updated from a presentation given at Biblionext.it in Rome in April 2011, this article will highlight The New York Public
Library’s success with e-books and other forms of popular e-content and our efforts to stay one step ahead of the consumer
shift from print reading to e-reading. Consumer e-reading is dominated by Amazon.com in the US, followed by one of the largest
chain bookstores, BarnesandNoble.com. The availability of digital versions of very popular titles, coupled with the explosion
of e-readers, tablets, and smartphones that are priced competitively and fairly easy to use, are helping move a lot of Americans
into the e-book world. Last month, Amazon.com announced they sold more e-books than physical books for the first time ever.
Print books are not going away, but our experience is that it is clear e-books are no longer just an extra format to offer,
they are integral to our future. 相似文献
106.
107.
Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes. 相似文献
108.
Coombs Andrew Rickey Nathan DeLuca Christopher Liu Shujie 《Educational Research for Policy and Practice》2022,21(1):1-18
Educational Research for Policy and Practice - This study employed a quantitative research design to investigate Chinese teachers’ conceptions of classroom assessment and perceived skills. A... 相似文献
109.
Yaoying Xu Christopher Chin Evelyn Reed Cynthia Hutchinson 《Early Childhood Education Journal》2014,42(5):295-304
The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers’ oral language skills, phonological awareness, print awareness, and alphabet knowledge that aligned with the existing curriculum of the local school district. Data were collected through multiple sources at the individual child level, classroom level, and from the family/home environment. Significant gains were found between pre- and post-tests in child outcomes, classroom environments, instructional practices, parent attitudes toward early literacy, and family involvement in literacy activities. Additionally, classroom organization was identified as a significant predictor for children’s receptive language skills. Limitations of the current study and implications for future research as well as instructional practices were discussed. 相似文献
110.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade 总被引:1,自引:0,他引:1