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Early reading acquisition and its relation to reading experience and ability 10 years later.
A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print,Expand
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What Reading Does for the Mind.
EADING HAS cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage. Furthermore, these consequences are reciprocal and exponential in nature.Expand
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Accounting for children's orthographic learning while reading text: do children self-teach?
  • A. Cunningham
  • Psychology, Medicine
  • Journal of experimental child psychology
  • 1 September 2006
Share's "self-teaching" model proposes that readers acquire most knowledge about the orthographic structure of words incidentally while reading independently. In the current study, the self-teachingExpand
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Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
Recently, investigators have begun to pay increasing attention to the role of teachers’ domain-specific knowledge in the area of reading, and its implications for both classroom practice and studentExpand
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Explicit versus Implicit Instruction in Phonemic Awareness.
Abstract Kindergarten and first-grade children received two forms of instruction in phonemic awareness: (1) a “skill and drill” approach where the procedural knowledge of segmentation and blending ofExpand
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Assessing phonological awareness in kindergarten children: Issues of task comparability
Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in theExpand
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Tracking the Unique Effects of Print Exposure in Children: Associations with Vocabulary, General Knowledge, and Spelling.
This study assessed the construct validity of a recently introduced measure of children's exposure to print, the Title Recognition Test (TRT)
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Assessing Print Exposure and Orthographic Processing Skill in Children: A Quick Measure of Reading Experience.
In a study of third- and fourth-grade children it was established that orthographic processing ability can account for variance in word recognition skill after the variance due to phonologicalExpand
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Starting small: Building preschool teacher knowledge that supports early literacy development
A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even thoughExpand
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Converging evidence for the concept of orthographic processing
Six different measures of orthographic processing (three different letter string choice tasks, two orthographic choice tasks, and a homophone choice task) were administered to thirty-nine childrenExpand
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