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Hits 1 – 20 of 38
1
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Goodrich, J. Marc
;
Lonigan, Christopher J.
;
Phillips, Beth M.
. - : Elsevier, 2021
BASE
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2
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
Connor, Carol McDonald
;
Phillips, Beth M
;
Kim, Young-Suk Grace
...
In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
BASE
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3
Stability of Risk Status During Preschool ...
Trelani F. Milburn
;
Lonigan, Christopher J.
;
Phillips, Beth M.
. - : Figshare, 2018
BASE
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4
Stability of Risk Status During Preschool ...
Trelani F. Milburn
;
Lonigan, Christopher J.
;
Phillips, Beth M.
. - : Figshare, 2018
BASE
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5
Stability of Risk Status During Preschool
Milburn, Trelani F.
;
Lonigan, Christopher J.
;
Phillips, Beth M.
. - 2018
BASE
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6
Children’s quantification with every over time
Aravind, Athulya
;
de Villiers, Jill
;
de Villiers, Peter
...
In: Glossa: a journal of general linguistics; Vol 2, No 1 (2017); 43 ; 2397-1835 (2017)
BASE
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7
Children’s quantification with every over time
Aravind, Athulya
;
De Villiers, Jill
;
De Villiers, Peter
...
In: Glossa (2017)
BASE
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8
Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children
Milburn, Trelani F.
;
Lonigan, Christopher J.
;
Allan, Darcey M.
. - 2017
BASE
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9
Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool
Phillips, Beth M.
;
Zhao, Yuting
;
Weekley, M. Jane
. - 2017
BASE
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10
Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills
Lonigan, Christopher J.
;
Allan, Darcey M.
;
Phillips, Beth M.
. - 2016
BASE
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11
Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
Merz, Emily C.
;
Zucker, Tricia A.
;
Landry, Susan H.
. - 2015
BASE
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12
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
Lonigan, Christopher J.
;
Allan, Darcey M.
;
Goodrich, J. Marc
;
Farrington, Amber L.
;
Phillips, Beth M.
. - 2015
Abstract:
Children’s self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children’s reading and math abilities. Although several recent studies have examined links between preschool children’s self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child’s dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.
Keyword:
Article
URL:
https://doi.org/10.1177/0022219415618498
http://www.ncbi.nlm.nih.gov/pubmed/26631366
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5432406/
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13
The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools
Barnes, Adrienne E.
;
Kim, Young-Suk
;
Phillips, Beth M.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
27 (2014) 7, 1189-1205
OLC Linguistik
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14
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Connor, Carol McDonald
;
Phillips, Beth M.
;
Kaschak, Michael
. - 2014
BASE
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15
Promoting the development of preschool children's emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models
Phillips, Beth M.
;
Farver, JoAnn M.
;
Clancy-Menchetti, Jeanine
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
24 (2011) 3, 305-337
BLLDB
OLC Linguistik
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16
The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge
Lonigan, Christopher J.
;
Anthony, Jason L.
;
Phillips, Beth M.
. - 2009
BASE
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17
Successful phonological awareness instruction with preschool children: Lessons from the classroom
Phillips, Beth M.
;
Menchetti, Jeanine Clancy
;
Lonigan, Christopher J.
. - 2008
BASE
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18
Predictive Validity of the Get Ready to Read! Screener: Concurrent and Long-Term Relations With Reading-Related Skills
Phillips, Beth M.
;
Lonigan, Christopher J.
;
Wyatt, Marcy A.
. - 2008
BASE
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19
Social correlates of emergent literacy
Phillips, Beth M.
;
Lonigan, Christopher J.
In:
The science of reading
(Oxford, 2005), p. 173-187
MPI für Psycholinguistik
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20
Phonological sensitivity : a quasi-parallel progression of word structure units and cognitive operations
Anthony, Jason L.
;
Lonigan, Christopher J.
;
Driscoll, Kimberley
...
In:
Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services
38 (2003) 4, 470-487
BLLDB
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