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Blachman, Benita A.; Tangel, Darlene M.; Ball, Eilleen Wynne; Black, Rochella; McGraw, Colleen K.

doi:10.1023/a:1008050403932

Cited by 129 publications

(21 citation statements)

References 45 publications

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“…Studies claim that 40% of the variation in student performance is the result of teacher quality as cited in the study of Patty (2008).Using regular teachers and teaching assistants, showed greater gains in basic reading skills for kindergarten and first-grade students of teachers who had received training to emphasize phonic awareness and letter knowledge compared with teachers who followed the normal curriculum (Blachman, Tangel, Ball, Black, & McGraw, 1999),. The substantial variability in children's reading and spelling skills is partly a product of variability in genetic endowment, which for example accounts for between 50% and 80% of individual differences at the end of first grade in the United States, Australia and Scandinavia (Byrne, et.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Exploring parental involvement and teachers’ activities in early literacy development

Tabbada-Rungduin¹,

Abulon²,

Fetalvero³

et al. 2014

IJRSE

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Parental involvement has been seen as an integral component in a child's success and the way teachers design their lessons integrate the essentials of literacy. This study explored activities parents undertake to teach their children how to read and the activities teachers design to promote literacy. The activities were correlated with the students' performance in letter-recognition tasks. Results revealed that parents are aware of their roles in literacy development and are implementing activities at home that would enhance their children's interests in reading. Likewise, teachers provide a myriad of activities that cater to the students' reading needs. There were relationships between the reading materials found at home and the reading ability of the day care students.

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Section: Review Of Related Literaturementioning

confidence: 99%

Exploring parental involvement and teachers’ activities in early literacy development

Tabbada-Rungduin¹,

Abulon²,

Fetalvero³

et al. 2014

IJRSE

View full text Add to dashboard Cite

show abstract

“…The emergent reading level of Hebrew-speaking children in kindergarten explained 25% of the word reading (Aram & Levin, 2004) and reading comprehension in first grade (Aram & Levin, 2004;Shatil, 1997). Intervention studies showed that children who practiced assignments of emergent word reading in kindergarten promoted their ability in this skill as well as in phonological awareness, letter names and lettersound correspondence in first grade (Blachman, Tangel, Ball, Black, & McFraw, 1999).…”

Section: Emergent Readingmentioning

confidence: 99%

Reading electronic and printed books with and without adult instruction: effects on emergent reading

et al. 2009

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The effects of electronic book (e-book) and printed book reading on children's emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5-to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each):(1) independently reading the e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control). The three intervention groups included four book-reading sessions each. Pre-and post-intervention emergent reading measures included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological awareness than the EB and the control groups. Implications for future research and for educators are discussed.

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“…Research on reading acquisition has corroborated that for students to become successful readers, they must attain awareness of the individual phonemes in spoken words and they must develop fluent word reading ability (for reviews, see Adams, 1990;McCardle & Chhabra, 2004;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Studies examining the benefits of directly teaching these skills in the early grades have demonstrated higher levels of student achievement in literacy and reduced numbers of students who are at-risk for reading failure (e.g., Ball & Blachman, 1991;Blachman, Tangel, Ball, Black, & McGraw, 1999;Blachman et al, 2004;Connor, Morrison, & Underwood, 2006;Cunningham, 1990;Lundberg, Frost, & Petersen, 1988;NRP, 2000;Torgesen et al, 1999Torgesen et al, , 2001. Further, if students do not acquire these basic reading competencies early on, their chances of catching up in the later grades are discouragingly small (Foorman, Francis, Shaywitz, Shaywitz, & Fletcher, 1997;Jorm, Share, MacClean, & Matthews, 1984;Juel, 1988;Spira, Bracken, & Fischel, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Experts in research on phonics-based instruction support explicitly teaching patterns and spelling contexts in order to give students insights and techniques to facilitate learning how to read and spell (e.g., Blachman et al, 2004;Cunningham et al, 2004;Foorman & Moats, 2004;Foorman et al, 2006;Henry, 2003;Juel & Minden-Cupp, 2000;Moats, 2000;Spear-Swerling & Brucker, 2003. One method, and a central part of our approach, teaches syllable types 2 to provide students with an understanding of contextual constraints that influence vowel spelling and pronunciation (e.g., Blachman et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes

et al. 2009

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The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre-and postassessment of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated with teachers' responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured teachers' attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction (e.g., about whole language). Attitudes on a subset of these factors, teachers' initial knowledge scores on the TKS, and years of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after training.

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Untitled

Cited by 129 publications

References 45 publications

Exploring parental involvement and teachers’ activities in early literacy development

Exploring parental involvement and teachers’ activities in early literacy development

Reading electronic and printed books with and without adult instruction: effects on emergent reading

First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes

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