Development, Assessment, and Promotion of Preliteracy Skills

By C. Lonigan. 2006

206 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a1b41485f6ee1448596857bca953b3f61f37fbdb

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

In Education

In Statistics and Probability

Citations in the corpus

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “Early prereading abilities (e.g., oral language, listening comprehension, phonological awareness, print skills, and alphabet knowledge) provide the foundation for learning to read and, thus, future academic success (Lonigan, 2006; Whitehurst & Lonigan, 1998).”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, background): “88 between these three subscales and the acquisition of initial reading skills (Lonigan, 2006).”
Why poor children are more likely to become poor readers: the early years (2014, background): “Poor phonological awareness is characteristic of most poor readers, sometimes compounded by other language deficits such as low vocabulary (Lonigan 2006).”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “In particular, a growing body of research evidence highlights the importance of the skills acquired during the preschool years that serve as precursors to the development of later reading and writing (Lonigan, 2006; Snow, Burns, & Griffin, 1998).”
Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills (2011, background): “Children who are better able to understand and express verbal concepts tend to outperform children with lower verbal abilities on a variety of academic-related tasks and achievement (Duncan et al., 2007; Kastner, May, & Hildman, 2001; Lonigan, 2006; McClelland, Frederick, & Holmes, 2000).”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, unknown): “…research has illustrated that the successful transition from preschool to kindergarten (Gormley, 2005; Graziano, Reavis, Keane, & Calkins, 2007; Lonigan, 2006) and children’s school readiness levels upon kindergarten entry (Matthews, Kizzie, Rowley, & Cortina, 2010; Pianta, Barnett, Burchinal,…”