Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children

By Paige C. Pullen, Laura M. Justice. 2003

224 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/06556f4bcbb1e799fb8501d93c4430f771b8b4ae

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “Assessing Letter Knowledge Letter knowledge has long been recognized as a robust predictor of reading achievement (Catts, Fey, Zhang, & Tomblin, 1999; Pullen & Justice, 2003; Scanlon & Vellutino, 1996; Whitehurst & Lonigan, 1998).”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, background): “…and research results suggest that shared storybook reading can be an effective vocabulary intervention (Arnold, Lonigan, Whitehurst, & Epstein, 1994; Coyne et al., 2004; Hargrave & Senechal, 2000; Justice, Meier, & Walpole, 2005; Pullen & Justice, 2003; Wasik & Bond, 2001; Whitehurst et al., 1994).”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “Shared story reading is a broad instructional approach used to promote young children’s emergent literacy (Justice & Lankford, 2002), vocabulary development (Blewitt, Rump, Shealy, & Cook, 2009), print awareness (Pullen & Justice, 2003), and receptive word learning (Justice, 2002).”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, background): “…in typically developing children by systematically engaging them in the reading process (Whitehurst et al., 1988), increasing vocabulary development (Blewitt, Rump, Shealy, & Cook, 2009), increasing print awareness (Pullen & Justice, 2003), and increasing receptive word learning (Justice, 2002).”