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1.
Nancy Hirschinger-Blank Mimi Staulters Suniti Sharma Megan O’Neill Hajduk Roselyn Toler 《Journal of Criminal Justice Education》2019,30(3):407-423
This article reports on the development, implementation and feasibility of a mid-Atlantic university-community service-learning literacy program for youth on probation. Undergraduate teacher candidates served as literacy instructors for the youth. We focus on benefits and administrative challenges of developing and implementing a preliminary service-learning program for probated youth living in the community. We analyzed focus group data collected from special education undergraduate instructors, interview data collected from probated youth and their case managers, pre-post literacy assessments administered to the youth, the youths’ court files and data maintained by the community-based agency. We conclude that our model of a university-community literacy partnership has the potential to raise reading performance of youth, motivation, and promote prosocial behaviors. Addressing the educational needs of youth on probation, however, is complex and multifaceted. We find that success requires consistent communication among all stakeholders, adequate funding for leadership, organization and curricula, and ongoing assessment and evaluation. 相似文献
2.
Holen K. Hirsh Melissa K. Richmond Fred C. Pampel Shelby S. Jones Anthony C. Molieri Josephine Jones 《Early education and development》2019,30(2):216-237
Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children. 相似文献
3.
Carol Sue Englert 《Learning disabilities research & practice》2009,24(2):104-120
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance. 相似文献
4.
Campus common reading programs are intended to stimulate critical thinking and dialogue across disciplines yet scarce evidence exists to evaluate the success of such programs. We assess the extent to which engagement in an environmentally-themed common reading program is related to (1) concern for waste-related issues, (2) beliefs that addressing waste is an individual responsibility, and (3) individual behaviors intended to reduce personal waste. Results are drawn from a sample of undergraduate students (n = 398) with varying levels of engagement in the common reading program. Students who participated in the common reading program have higher levels of concern for waste than those who did not, are more likely to locate responsibility for addressing the problem of waste on the individual, and self-report higher frequency of engagement in individual efforts to reduce waste. We conclude with recommendations for further developing the critical thinking capacity of campus common reading programs. 相似文献
5.
Shared book reading in families is strongly linked with successful school literacy and thus with identity, belonging and participation in literate societies. From an ‘emergent’ perspective, literacy is recognised as beginning from birth. However, despite exceptions such as research into the UK program, ‘Bookstart’, most research into shared book reading does not focus on babies. In this paper, I report on interactions during shared book reading between 10 babies aged 8–12 months, and their mothers. A detailed examination of linguistic and paralinguistic features of the interactions in the ten mother–baby dyads showed varying individual patterns of language use, discourse structure and paralinguistic interaction. There were also differences in children's dispositions to engage in the activity. The findings from this study have important implications for parent support, prevention/intervention programs, and early childhood settings that include infants and toddlers. 相似文献
6.
Kavale and Lindsey concluded in 1977 that adult literacy programs from 1965 to 1977 failed to address successfully the problem of adult illiteracy. Ten years later, the average literacy program participant still fails to achieve a functional level of literacy. Even so, some students are extremely successful in these programs. What can we learn from these people about the factors that contribute to success and failure in adult literacy programs? This was the question addressed in the present study. Data from 194 students were selected from the 1982–86 records of a typical community-based, volunteer-oriented adult literacy program. Nine personal and program variables found to discriminate significantly between extremely “successful” and extremely “unsuccessful” students were factor analyzed to identify those factors fundamental to success and failure. Two factors accounted for 46.1% of the variance. First, in comparison to unsuccessful students, successful students had greater reason to expect their efforts to achieve literacy would be successful. Second, successful students saw greater relevance in literacy and literacy training than did unsuccessful students. These findings are consistent with expectancy-value theories of motivation and suggest some ways in which the effectiveness of literacy programs may be enhanced. 相似文献
7.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion. 相似文献
8.
Ted Glynn Vin Glynn 《International Journal of Disability, Development & Education》1986,33(3):159-172
Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills. 相似文献
9.
《Journal of Education for Students Placed at Risk》2013,18(3):291-296
This study tested the feasibility of an intervention designed to increase the frequency and quality of shared reading among low-income parents and their young, 2- and 3-year-old children. The program was based on an interactive reading method known to facilitate children's receptive and expressive language skills. Study participants were 61 children and their parents; they resided in 1 of 2 socioeconomically disadvantaged communities. Prior to the intervention, few parents reported frequent home reading, and most children's language skills were at or below that of others' their age. After the intervention, the frequency of home reading more than doubled, and significantly more parents reported their children enjoyed shared reading. This study demonstrates that relatively simple, inexpensive, community-based programs can change the home language and literacy activities of families with young children, including those most likely to begin school less "ready" than their middle-class peers. 相似文献
10.
Programs and policies in education overwhelmingly focus on improving the average academic achievement for students. However, educational interventions focused on literacy improvement can impact readers at different levels of the reading score distribution differently, and the distributional differences may be more pronounced by sex. In this paper, I explore data from a field experiment in a district in Rwanda that was intended to make classroom reading pedagogy more effective and engage students, families, and communities in reading activities outside of school to improve students’ reading outcomes.I study the distributional effects of the intervention on students on two higher-order reading outcomes – Kinyarwanda fluency and Kinyarwanda text comprehension, measured for students who met a basic literacy threshold. I find that a) the set of interventions had a positive and significant, albeit modest effect on students at or above the 25th percentile of the reading distributions b) the program had positive and significant effects on reading outcomes for girls only, and these effects differed along the reading achievement distribution. This work underscores the importance of tailoring programs and policies to the needs of different types of learners. 相似文献
11.
Sabrina Quadros 《Diaspora, Indigenous, and Minority Education》2016,10(1):28-41
The lack of research about the Karen, one of 135 ethnic groups from Myanmar limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of cross-cultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation, including adult/parent learners’ engagement with memorization, parents’ literacy practices through reading texts aloud (recitation) to improve their speaking skills, and parents’ use of computers to engage with American media. The study offers important educational understandings of one of the world’s least known diaspora. 相似文献
12.
This study assessed the effects of three different intervention programs on low-SES mother?Cchild joint activities and on their kindergarten-age children??s progress in early literacy and language. Parents in three groups (119 mothers, 5 fathers) were coached to mediate child learning, respectively, in: interactive storybook reading, writing, or visuomotor skills. A group-specific workshop was followed by 7?weeks of tri-weekly structured dyadic interactions and weekly tutorial home visits. A fourth group (control) received no intervention. Results showed implementation success: Mothers coached in interactive storybook reading or writing mediation improved in the coached activity from pretest to immediate posttest and to delayed posttest. Interactive storybook reading improved less for older than younger children, whereas writing mediation improved more for older than younger children. No transfer emerged from one activity to the other: Coaching on reading had no effect on writing or visuomotor skills, and coaching of writing had an effect only on writing. Children??s alphabetic skills were enhanced in the writing mediation-coached group, whereas linguistic competencies, unexpectedly, were not enhanced in the interactive storybook reading-coached group. The significance of writing mediation as a dyadic activity promoting literacy is emphasized. 相似文献
13.
Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy 总被引：1，自引：0，他引：1
This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3–5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3–4 years gained from literacy programs as much as did older children, aged 4–5, on all the measures assessed in our program. 相似文献
14.
Kirsten Hutchison 《The Australian Educational Researcher》2001,28(3):47-61
Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children. 相似文献
15.
School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself. 相似文献
16.
Kathy Hirsh‐Pasek Roberta Michnick Golinkoff Molly Fuller Collins 《Mind, Brain, and Education》2013,7(3):200-211
Early experiences with books predict later reading success, and an interactive shared reading style called “dialogic reading” is especially beneficial to emergent literacy. Electronic console (EC) books, CD‐rom books, and e‐book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent–child dyads reading battery‐operated, touch‐sensitive children's electronic console books or traditional books. Results revealed that parent–child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e‐books may be altered to better serve as educational tools in this new era are discussed. 相似文献
17.
《Australian Journal of Learning Difficulties》2013,18(1):51-62
There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a multifaceted approach to reading diagnosis and flexible interventions in order to cater for individual learning needs. In recent times, the Four Roles Model has enabled educators to broaden the focus of literacy programs in many Australian schools. Such a focus can provide a framework to better understand the complex nature of reading comprehension and its various situational applications. This discussion investigates the educational issues for the assessment of students with reading comprehension difficulties and suggests appropriate principles and strategies that teachers can apply to inform assessment and teaching practice. 相似文献
18.
Trudell Barbara 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):427-442
In the education context of sub-Saharan Africa, reading has received substantial attention in recent years. Reading skills and habits have been identified as a marker of success in formal education, particularly with the current international focus on reading achievement as a measure of learning. Meanwhile, adult literacy continues to be seen as an important feature of human development, and reading skills are carefully tracked in reporting on the United Nations Sustainable Development Goals. This attention given to reading by major international agencies, and by the partners whom they influence, has contributed to a general belief that progress of all kinds can be linked to the ability to read and understand written text. Literacy and reading certainly feature prominently in many aspects of lifelong learning. However, the current interest in establishing so-called reading cultures is handicapped by a significant mismatch in assumptions about the utility and functions of literacy.
相似文献19.
Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program 总被引：1，自引：0，他引：1
Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them
up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills
development. This report presents an overview of the Reading Together Program that introduced families of young children ages
6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of
how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored
by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated
that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship
with their children. This article also presents responses of the initial and final reading perception surveys as well as implications
for future research and practice. 相似文献
20.
Deborah E. Linder Megan K. Mueller Debra M. Gibbs Jean A. Alper Lisa M. Freeman 《Early Childhood Education Journal》2018,46(3):323-329
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n?=?14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n?=?14) with a standard classroom curriculum. Children’s reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p?=?.002), but not in the control group (p?=?.06). These results support the benefits of an animal-assisted intervention for child literacy on children’s attitudes about reading and can inform future programs evaluating reading programs that include dogs. 相似文献