المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Grantee Submission. 2019.

Peer Reviewed: Y

Page Count: 71

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets, Phonemes, Graphemes, Story Reading, Childrens Literature, Phoneme Grapheme Correspondence, Program Effectiveness, Bilingual Students, Learner Engagement, English Language Learners, Context Effect

What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/90160

IES Funded: Yes

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Grantee Submission. 2019.

Peer Reviewed: Y

Page Count: 56

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Preschool Children, Alphabets, Learning Processes, Language Proficiency, Phoneme Grapheme Correspondence, Phonemic Awareness, Phonological Awareness, Paired Associate Learning, Orthographic Symbols, Articulation (Speech), Low Income Students, Bilingualism, Outcomes of Education, Bilingual Students, English Language Learners

IES Funded: Yes

المؤلفون: Roberts, Theresa A, Vadasy, Patricia F, Sanders, Elizabeth A

المصدر: Grantee Submission. 2018.

Peer Reviewed: Y

Page Count: 63

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups, Language Proficiency, English, English (Second Language), Second Language Learning, Bilingualism, Multilingualism, Cognitive Processes, Low Income, Public Schools, Phoneme Grapheme Correspondence, Pretests Posttests, Comparative Analysis, Vocabulary Development, Teaching Methods, Learning Processes, Preschool Education, Associative Learning, Intelligence Tests, Verbal Ability, Vocabulary

Assessment and Survey Identifiers: Peabody Picture Vocabulary Test

What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/90071

IES Funded: Yes

المؤلفون: Roberts, Theresa A.

المصدر: Reading Research Quarterly. May 2021 56(1):S171-S192.

Peer Reviewed: Y

Page Count: 22

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Initial Teaching Alphabet, Reading Research, Reading Instruction, Preschool Children, Instructional Effectiveness, Direct Instruction

IES Funded: Yes

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Reading Research Quarterly. Oct-Dec 2020 55(4):573-600.

Peer Reviewed: Y

Page Count: 28

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets, Phonemes, Graphemes, Story Reading, Childrens Literature, Phoneme Grapheme Correspondence, Program Effectiveness, Bilingual Students, Learner Engagement, English Language Learners, Context Effect

IES Funded: Yes

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Reading Research Quarterly, 2020 Oct 01. 55(4), 573-600.

URL الوصول: https://www.jstor.org/stable/48596467

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Reading Research Quarterly. Jul-Sep 2019 54(3):413-437.

Peer Reviewed: Y

Page Count: 25

Descriptors: Preschool Children, Alphabets, Cognitive Processes, Associative Learning, Bilingualism, Low Income, Phoneme Grapheme Correspondence, Reading Instruction, Teaching Methods, Pretests Posttests, English (Second Language), Second Language Learning, Instructional Effectiveness, Comparative Analysis, Learning Processes, Tests

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: Reading Research Quarterly, 2019 Jul 01. 54(3), 413-437.

URL الوصول: https://www.jstor.org/stable/48558486

المؤلفون: Roberts, Theresa A., Sadler, Carol D.

المصدر: In Early Childhood Research Quarterly Q1 2019 46:97-111

المؤلفون: Roberts, Theresa A., Vadasy, Patricia F., Sanders, Elizabeth A.

المصدر: In Early Childhood Research Quarterly Q3 2018 44:257-274