Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities

Improving Adult Literacy Instruction: Developing Reading and Writing

Morphological instruction and literacy Morphological Instruction and Literacy: Binding Phonological, Orthographic, and Semantic Features of Words

There are a number of reasons why knowledge of morphology should be related to literacy outcomes: (a) English is fundamentally morphophonemic in nature, (b) various theories give morphology a role in word reading, (c) there is evidence that adults process morphological information automatically when they read words, even if they are not aware of it, and (d) there is considerable evidence that k...

Contexts of reading instruction: Implications for literacy skills and kindergarteners¬タル behavioral engagement ¬リニ

This observational study examined kindergarteners’ (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contextswas coded according towhomanaged children’s attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as t...

Assessment of library instruction to develop student information literacy skills.

Preschool Instruction and Children’s Emergent Literacy Growth

Preschoolers’ (N 156) classroom language and literacy experiences, defined across multiple dimensions, and their vocabulary and emergent literacy development were investigated. Videotaped classroom observations revealed substantial variability in amount and types of language and emergent literacy activities, across classrooms and for individual children within classrooms. Generally, more time i...