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The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4
We investigated the stability and developmental interplay of word reading and spelling in samples of Swedish (N = 191) and U.S. children (N = 489)...
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Current writing assessment practices of kindergarten through second grade educators
This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey ....
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Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills
Researchers have argued that writing skills have significant implications for develo** reading skills. A growing body of research has provided...
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Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge
Although most studies in the field of literacy development suggest that writing and reading are two sides of the same coin, very little is known...
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The relationships between paired associate learning and Chinese word writing in kindergarten children
This study investigated the construct of paired associate learning (PAL) and its associations with Chinese word writing in kindergarten children. A...
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Predicting variation in word decoding development in deaf and hard-of-hearing children
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict...
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Early phonological training preceding kindergarten training: effects on reading and spelling
This study examined the effects of early phonological training on emergent phonological and reading skills. Children (N = 364) were randomly assigned...
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The relationship of handwriting ability and literacy in kindergarten: a systematic review
Evidence supports a link between handwriting and aspects of literacy, including both reading and writing. Most evidence, however, pertains to...
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Longitudinal predictors of French word reading difficulties among French Immersion children
In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs...
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E-book reading in kindergarten and story comprehension support
We examined intervention programs using an e-book with expansions for promoting story comprehension developed for this study. In program (a),...
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Exploring kindergarten teachers’ classroom practices and beliefs in writing
The purpose of this descriptive study was to examine how kindergarten teachers teach writing and their beliefs about writing instruction using survey...
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Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children
Fine motor skills (FMS) are among the most studied nonlinguistic factors influencing early literacy acquisition. Although developmental studies have...
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Early prediction of reading development in Japanese hiragana and kanji: a longitudinal study from kindergarten to grade 1
We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese...
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Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade...
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Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis
Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children....
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Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills
The main aim of this study was to evaluate the Early Grade Writing Assessment for Kindergarten (EGWA-K), which is grounded in foundational literacy...
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Exploring the dimensionality of kindergarten written composition
Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early...
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The dynamic relationship between phonological awareness, morphological awareness and character reading in chinese early readers: a three-year longitudinal study
In this study, we examined the relationship between phonological awareness (PA), morphological awareness (MA), and character reading in Chinese...
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Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a...
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Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?
The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability...
