UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement

Journal of educational psychology, 2012-11, Vol.104 (4), p.945-958

2012

Volltextzugriff (PDF)

Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms

Child development perspectives, 2016-12, Vol.10 (4), p.234-239

Piasta, Shayne B.

2016

Volltextzugriff (PDF)

Are there developmental patterns in emergent bilingual children's English letter-name knowledge?

International journal of bilingual education and bilingualism, 2024-02, Vol.27 (2), p.159-172

2024

Volltextzugriff (PDF)

Increasing Young Children's Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement

Child development, 2012-05, Vol.83 (3), p.810-820

2012

Volltextzugriff (PDF)

Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Reading research quarterly, 2022-04, Vol.57 (2), p.515-535

2022

Volltextzugriff (PDF)

Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability

Early childhood research quarterly, 2014, Vol.29 (4), p.445-456

2014

Volltextzugriff (PDF)

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

Reading & writing, 2022-11, Vol.35 (9), p.2131-2153

2022

Volltextzugriff (PDF)

Key Knowledge to Support Phonological Awareness and Phonics Instruction

The Reading teacher, 2022-09, Vol.76 (2), p.201-210

2022

Volltextzugriff (PDF)

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction

Reading research quarterly, 2010-01, Vol.45 (1), p.8-38

2010

Volltextzugriff (PDF)

Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches

Reading & writing, 2022-11, Vol.35 (9), p.2015-2022

2022

Volltextzugriff (PDF)

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

Dyslexia (Chichester, England), 2020-05, Vol.26 (2), p.137-152

2020

Volltextzugriff (PDF)

Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement

Child development, 2024-03, Vol.95 (2), p.609-624

2024

Volltextzugriff (PDF)

The Contribution of Vocabulary, Grammar, and Phonological Awareness across a Continuum of Narrative Ability Levels in Young Children

Journal of speech, language, and hearing research, 2021-09, Vol.64 (9), p.3489-3503

2021

Volltextzugriff (PDF)

Individualizing Student Instruction Precisely: Effects of Child x Instruction Interactions on First Graders' Literacy Development

Child development, 2009, Vol.80 (1), p.77-100

2009

Volltextzugriff (PDF)

The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark

Child development, 2018-07, Vol.89 (4), p.e342-e363

2018

Volltextzugriff (PDF)

Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains

Teaching and teacher education, 2010-05, Vol.26 (4), p.1094-1103

2010

Volltextzugriff (PDF)

Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure

Journal of learning disabilities, 2009-07, Vol.42 (4), p.336-355

2009

Volltextzugriff (PDF)

Early Childhood Teachers’ Emergent Literacy Data Practices

Journal of literacy research, 2023-03, Vol.55 (1), p.5-27

2023

Volltextzugriff (PDF)

“We’re More Than a Daycare”: Reported Roles and Settings for Early Childhood Professionals and Implications for Professionalizing the Field

Early childhood education journal, 2022-10, Vol.50 (7), p.1183-1196

2022

Volltextzugriff (PDF)

Mathematics and Science Learning Opportunities in Preschool Classrooms

Early education and development, 2014-05, Vol.25 (4), p.445-468

2014

Volltextzugriff (PDF)

Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge

The Reading teacher, 2014-11, Vol.68 (3), p.202-211

Piasta, Shayne B.

2014

Volltextzugriff (PDF)

Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?

Early childhood research quarterly, 2016-01, Vol.36, p.281-294

2016

Volltextzugriff (PDF)

At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes

Journal of educational psychology, 2020-02, Vol.112 (2), p.329-343

2020

Volltextzugriff (PDF)

Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading

Early childhood research quarterly, 2010-01, Vol.25 (1), p.65-83

2010

Volltextzugriff (PDF)

Rate of Growth of Preschool-Age Children's Oral Language and Decoding Skills Predicts Beginning Writing Ability

Early education and development, 2022-10, Vol.33 (7), p.1198-1221

2022

Volltextzugriff (PDF)

1 – 25 von 112

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(107)
Mit Volltextzugriff
(103)

Publikationsform

Sprache

Englisch
(112)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement

Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms

Are there developmental patterns in emergent bilingual children's English letter-name knowledge?

Increasing Young Children's Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement

Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices

Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

Key Knowledge to Support Phonological Awareness and Phonics Instruction

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction

Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement

The Contribution of Vocabulary, Grammar, and Phonological Awareness across a Continuum of Narrative Ability Levels in Young Children

Individualizing Student Instruction Precisely: Effects of Child x Instruction Interactions on First Graders' Literacy Development

The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark

Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains

Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure

Early Childhood Teachers’ Emergent Literacy Data Practices

“We’re More Than a Daycare”: Reported Roles and Settings for Early Childhood Professionals and Implications for Professionalizing the Field

Mathematics and Science Learning Opportunities in Preschool Classrooms

Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge

Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?

At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes

Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading

Rate of Growth of Preschool-Age Children's Oral Language and Decoding Skills Predicts Beginning Writing Ability

Suchergebnisse filtern