Leiah J G Thomas
Biographic Data
| ID | 6529432 |
|---|---|
| NAME | Leiah J G Thomas |
| GIVEN NAMES | Leiah J G |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS L J G |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0001-9988-3285 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
The early writing skills of children identified as at-risk for literacy difficulties
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
The early writing skills of children identified as at-risk for literacy difficulties
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identi…
Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s e…
Literacy (4 works) · Pedagogy (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · At-risk students (3 works) · Child Development and Digital Technology (3 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Psychological intervention (3 works) · Emergent literacy (2 works)