Foundations of Literacy

By S. Palmer. 2008

736 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/28c50c9837cf254d8b5cf1834f4a3d722769ef2f

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Citations in the corpus

Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers (2008, methodology): “Beginning with the work of Holdaway (1979, 1983) , who developed Big Books as a way for teachers to model while young students watched, the definition of shared reading has evolved from a focus on Big Books to a variety of classroom interactions in which the teacher and students share a text.”
Teachers' use of questioning and modelling comprehension skills in primary classrooms (2007, neutral): “This reflects the tradition of people like Don Holdaway ( 1979 ) and Marie Clay ( 1991 ) who have influenced British practice and professional development.”
Test format and corrective feedback modify the effect of testing on long-term retention (2007, background): “From Treiman (2000) Table (Continued) MC SA Read Statements 6.”
The Effects of an Adapted Interactive Writing Intervention on Kindergarten Children's Phonological Awareness, Spelling, and Early Reading Development: A Contextualized Approach to Instruction. (2006, methodology): “To construct a meaningful context for reading, writing, and word building, the tutor started each week with a new text, selecting fiction and nonfiction titles (see Appendix A) for use in interactive read-alouds (Barrentine, 1996), shared readings (Holdaway, 1979), and guided reading (Fountas & Pinn”
Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore (2000, background): “…1997); (iv) come from homes which are well organised, and where interactions between adults and children are conducive to literacy interest and growth (Holdaway, 1979); and (v) live in print-rich environments where books are readily accessible (Applebee, Langer, & Mullis, 1988; Morrow, 1983).”
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study (2010, positive): “Our storybook training involved story analysis too, but the teachers were instructed to apply the principles of shared reading (Holdaway, 1979), that is, to create story-reading and listening conditions close to those observed in natural settings such as storytelling in the home.”
Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills. (2006, background): “Evidence has shown that phonological (e.g., Nation & Snowling, 2004; Stanovich & Siegel, 1994; Treiman, 2000) and orthographic (e.”