Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999

By Yange Xue, S. Meisels. 2004

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c43948057be5c4e94dc0a438e873e33178e031ee

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “…represent the period of development when the building blocks for young children’s reading and social development are being laid and thus form the foundation for many early childhood education approaches and curricula (e.g., Bierman et al., 2008; Weikart & Schweinhart, 2005; Xue & Meisels, 2004).”
Academic Content, Student Learning, and the Persistence of Preschool Effects (2014, background): “Focusing on reading instruction and content, Xue and Meisels (2004) found that students benefited from both phonics and integrated language arts instruction in kindergarten.”
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “Focusing on a single subject, a common practice in studying teaching (e.g., Xue & Meisels, 2004), allows us greater control over the potentially confounding effects of a subject given consistent differences in the reading and mathematics achievement gaps across grades (Phillips et al., 1998).”
Why poor children are more likely to become poor readers: The school years (2013, background): “…begin school with low levels of phonological awareness and pre-literacy skills, who are disproportionately from low socioeconomic backgrounds (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Savage, Carless, & Erten, 2009; Sonnenschein, Stapleton, & Benson, 2010; Xue & Meisels, 2004).”
Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms (2008, background): “... an ability by treatment interaction in which children with limited literacy-related skills and knowledge at school entry benefit more from code-emphasis approaches to beginning reading instruction than from whole language/book experience approaches, whereas the opposite pattern occurs with child”