The Effects of an Adapted Interactive Writing Intervention on Kindergarten Children's Phonological Awareness, Spelling, and Early Reading Development: A Contextualized Approach to Instruction.

By S. Craig. 2006

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9c71c0b6338cb070848d21afacef02cf988a3958

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

1. Nell K. Duke
2. Katherine Ray
3. P. David Pearson
4. Amber Simpson
5. M. C. Smith
6. Shanshan Wang
7. Stephanie L. Strachan
8. Ying Guo

In Education

1. Stephanie L. Strachan
2. P. David Pearson
3. Nell K. Duke
4. Katherine Ray
5. Amber Simpson
6. M. C. Smith
7. Shanshan Wang
8. Ying Guo

Citations in the corpus

• The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “This occurs when kindergartners learn phonemic awareness from lessons that are explicit, systematic, and contextualized ( Craig 2006 ).”
• Essential Elements of Fostering and Teaching Reading Comprehension (2011, result): “…reading and writing integration, results suggest that combining instruction in writing and reading may promote increased literacy levels in students (e.g., Craig, 2006; Graham & Hebert, 2010; Konopak, Martin, & Martin, 1990; Raphael, Englert, & Kirschner, 1989; Raphael, Kirschner, & Englert, 1988).”
• Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature (2015, background): “Preschool teaching strategies related to writing vary in terms of their philosophical approach (Craig, 2006; Roth, 2009) depending on how teachers’ theoretical perspectives align with predominant views of early literacy development.”