An investigation into teaching phonemic awareness through shared reading and writing
By T. Ukrainetz, Margaret H. Cooney, Sarah Dyer, Aimee J Kysar, T. J. Harris. 2000
105 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/2a2f20c2421b5e9a56d546da52a4bd51dcb3b01e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Laura M. Justice
- J. Pentimonti
- Tricia A. Zucker
- Pascal Lefebvre
- A. Sutton
- Natacha Trudeau
- J. Kaderavek
- Dorit Aram
In Education
- J. Pentimonti
- Pascal Lefebvre
- A. Sutton
- Natacha Trudeau
- Tricia A. Zucker
- Laura M. Justice
- J. Kaderavek
- Dorit Aram
Citations in the corpus
- Language Impairment, Parent—Child Shared Reading, and Phonological Awareness (2005, background): “Although the effectiveness of using the storybook reading context to deliver PA interventions has been documented for typically developing preschoolers (Ukrainetz et al., 2000), it has not been studied for children with developmental disabilities.”
- Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “The current study involved French-speaking preschoolers; however, there is evidence that strategies to facilitate language and emergent literacy can produce positive effects in children speaking other languages, particularly English (e.g. Justice and Ezell, 2000; Sénéchal, 1997; Ukrainetz et al., 20”
- What are Preschool Teachers Reading in Their Classrooms? (2011, result): “This is a positive finding, because previous research indicates that consistent exposure to language play such as rhyming during the preschool years enhances early reading skills (Hayes, 2001; Justice, Kaderavek, Bowles, & Grimm, 2005; Ukrainetz et al., 2000).”
- Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, methodology): “Note that studies of storybook reading often targeted low-SES populations, under the assumption that these children are disadvantaged in terms of exposure to books and shared reading (see exception, Ukrainetz et al., 2000).”
- Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers (2008, background): “Ukrainetz, Cooney, Dyer, Kysar, and Harris (2000) showed how shared readings could be used to improve students’ phonemic awareness.”