Jason L Anthony
Biographic Data
| ID | 5763546 |
|---|---|
| NAME | Jason L Anthony |
| GIVEN NAMES | Jason L |
| FAMILY NAME | Anthony |
| SIGNATURE | ANTHONY J L |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0003-2214-0226 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 144 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Are Manipulatives Necessary for Assessing Early Operations?
Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impact…
Preliminary evaluation of the What You Do Matters curriculum in community-based settings
U.S. children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement
Construct confusion and measurement challenges have plagued emergent literacy research for decades. Using a 2 × 2 × 2 factorial design, this study evaluated the dimensionality of alphabet knowledge and identified the sequence of development of 8 alphabet knowledge skills. Eleven models were evaluated in a sample of 3,692 preschool- and elementary school-age children. Findings supported a unidimensional conceptualization of alphabet knowledge that…
The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener
There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and teste…
Hispanic dual language learning kindergarten students' response to a numeracy intervention: A randomized control trial
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Effectiveness of comprehensive professional development for teachers of at-risk preschoolers.
This study compared effectiveness of as usual to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 X 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no m…
Phonological processing and emergent literacy in younger and older preschool children
Phonological processing and emergent literacy in Spanish-speaking preschool children
Development of Phonological Awareness
Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological awareness development that is universal across language…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations
S This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierar…
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and…
Development of phonological sensitivity in 2- to 5-year-old children.
This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Children ranged in age from 2 to 5 years. Overall, the results indicated that as children increased in age, phonological sensitivity both increased in absolute terms and became more stable. Significant social class differences ingrowth of phonological sensi…
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations
S This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierar…
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Hispanic dual language learning kindergarten students' response to a numeracy intervention: A randomized control trial
Development of phonological sensitivity in 2- to 5-year-old children.
This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Children ranged in age from 2 to 5 years. Overall, the results indicated that as children increased in age, phonological sensitivity both increased in absolute terms and became more stable. Significant social class differences ingrowth of phonological sensi…
Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and…
Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations
S This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierar…
Development of Phonological Awareness
Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological awareness development that is universal across language…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Phonological processing and emergent literacy in Spanish-speaking preschool children
Phonological processing and emergent literacy in younger and older preschool children
Effectiveness of comprehensive professional development for teachers of at-risk preschoolers.
This study compared effectiveness of as usual to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 X 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no m…
Hispanic dual language learning kindergarten students' response to a numeracy intervention: A randomized control trial
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener
There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and teste…
U.S. children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement
Construct confusion and measurement challenges have plagued emergent literacy research for decades. Using a 2 × 2 × 2 factorial design, this study evaluated the dimensionality of alphabet knowledge and identified the sequence of development of 8 alphabet knowledge skills. Eleven models were evaluated in a sample of 3,692 preschool- and elementary school-age children. Findings supported a unidimensional conceptualization of alphabet knowledge that…
Preliminary evaluation of the What You Do Matters curriculum in community-based settings
Are Manipulatives Necessary for Assessing Early Operations?
Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impact…
Psychology (13 works) · Reading and Literacy Development (12 works) · Cognitive and developmental aspects of mathematical skills (10 works) · Developmental psychology (10 works) · Literacy (8 works) · Linguistics (7 works) · Pedagogy (7 works) · Cognitive psychology (6 works) · Language Development and Disorders (6 works) · Phonological awareness (6 works)