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A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the...

Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About

Carson Anne Bayetto Flinders University Introduction Assessment of how well children acquire the foundational skills that will support skilful reading development is critical if all children are to