Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.

By Brian Byrne, Ruth Fielding-barnsley, Luise Ashley. 2000

209 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2d4baceed98fd06e8c78edfea1abed2e794e63f5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Genetic and environmental influences on early literacy (2006, background): “We sought, too, to assess the children’s learning potential, both within the domain of phonological awareness and more generally, prompted by evidence that how quickly children respond at a particular stage of literacy instruction serves as a good predictor of subsequent growth rates ( Byrne, Fieldi”
Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. (2005, methodology): “…PROGRAM The intervention was based on a prereading program entitled Sound Foundations, designed by Byrne and Fielding-Barnsley (1991b) and evaluated in a longitudinal project following a group of children from preschool to Grade 5 (Byrne & Fielding-Barnsley, 1991a, 1993a, 1995; Byrne et al., 2000).”
Longitudinal twin study of early reading development in three countries: Preliminary results (2002, background): “Further, Byrne, Fielding-Barnsley, and Ashley (2000) showed that in those randomly selected preschoolers, responsiveness to the instruction, measured in terms of how quickly each child grasped the notion of phoneme identity, was a good predictor of school progress in reading, even after six years.”
Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing (2017, methodology): “For follow-up assessments by Byrne and Fielding-Barnsley (1993, 1995) and Byrne et al. (2000) and Ecalle et al. (2009), ESs were averaged across time points.”
Questions people ask about the role of phonological processes in learning to read (2004, background): “Numerous studies indicate that systematic instruction can instil rudimentary phoneme awareness in most children who are initially lacking awareness, including many at special risk for reading disability (Ball & Blachman, 1991; Blachman, 2000; Byrne, Fielding-Barnsely & Ashley, 2000 ).”
The Predictive Validity of Dynamic Assessment (2008, methodology): “Nine studies did not report Pearson’s correlation coefficients: 6 studies with contingent feedback (Budoff et al., 1976; Byrne et al., 2000; Meijer, 1993; Peña et al., 1992; Samuels et al., 1992; Swanson, 1994) and 3 studies with noncontingent feedback (Bain & Olswang, 1995; Budoff et al.”