There is a movement to teach children to read at a younger age and it may help to incorporate short periods of intentional training every day in the area of rhyming in order to move along the continuum of learning in a reasonable, developmentally appropriate manner. The focus and goal of this action research project was to increase students’ understanding and use of rhyming words as a pre-literacy skill.Read more ›
Post Tagged with: "Preschool"
An Annotation by Andrea Wondra In this journal of research in reading, the results suggest that instruction emphasizing phoneme segmentation, blending, and letter–sound relationships are […]Read more ›
An Annotation by Andrea Wondra This study found that children who experience great difficulty with beginning reading typically have a deficiency in phonological awareness. It […]Read more ›
An Annotation by Andrea Wondra This article takes the position that the ideal curriculum for children with dyslexia is multisensory, structured, cumulative, and sequential. One’s […]Read more ›
An Annotation by Andrea Wondra The article states that in 2000, the National Institute of Child Health and Human Development [NICHD] found that phonics and […]Read more ›
An Annotation by Andrea Wondra This article states that phonics and fluency must be taught, practiced and nurtured in the earliest stages of reading instruction […]Read more ›
An Annotation by Andrea Wondra As a teacher in the Department of Education and Schooling at Mount Royal University in Canada, Jodi Nickel conducted a […]Read more ›
Early Literacy Development: Skill Growth and Relations between Classroom Variables for Preschool Children.
An Annotation by Andrea Wondra This study suggests that children who are behind in early emergent literacy skills when starting kindergarten will remain behind and […]Read more ›