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1.
This study examined if professional development with teachers would increase children’s literacy skills in low socioeconomic early childhood settings in New Zealand and would lead to changes in teachers’ beliefs and practices and children’s abilities over an 8 week intervention period. Research indicates that children who have alphabetic and phonological awareness on school entry are well positioned to transition from emergent to conventional literacy (Whitehurst & Lonigan, 1998). Although most children develop requisite knowledge and skills as part of early education in New Zealand, about 25 % of children do not (Nicholson, 2005) and struggle with beginning reading. One of the challenges is how teachers can foster emergent literacy within a holistic curriculum such as Te Whāriki (Ministry of Education, 1996), the New Zealand early childhood curriculum. A quasi experimental design was used in which teachers’ and children’s knowledge was pre and post tested in five early childhood centers. Teachers’ (n = 32) beliefs and phonemic awareness were tested using a questionnaire. A range of literacy measures which tested alphabet knowledge, phonemic awareness, ability to recognise and write their own name and the British Picture Vocabulary Test were used with children aged 3–5 years (n = 103). Professional development was offered to teachers at the beginning of the study in four centers; the fifth center was a control. In addition, teachers’ logbooks of how they promoted literacy were collected. Some changes in children’s skills were found, along with some differences in teachers’ beliefs and practices. The results suggest professional development with teachers to support children’s literacy needs to involve more intensive coaching and guiding.  相似文献   

2.
This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction.  相似文献   

3.
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students’ case-based instructional planning for children’s literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed.  相似文献   

4.
Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year.  相似文献   

5.
The present study aimed to extend understanding of preschoolers’ early spelling using the Vygotskian (Mind in society: the development of higher psychological processes, Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children’s word spelling level beyond the contribution of three internal child measures: early literacy (phonological awareness and letter naming), private speech while spelling (self-directed talk), and behavioral regulation. Children’s private speech during spelling—their tool to regulate thinking—has not yet been studied in the early literacy context. Fifty Israeli preschoolers (M = 68.66 months) of middle-high SES were videotaped while spelling words with their mothers and while spelling these words independently. Children’s phonological awareness, letter naming, and behavioral regulation were assessed individually. Results showed that children’s internal measures (early literacy, private speech while spelling, and behavioral regulation) predicted children’s early spelling (63 % of the variance), and the external measure of maternal spelling support added uniquely (12 %), together explaining 75 % of the variance in children’s spelling level. Findings suggested that mothers adjust their spelling support to meet young children’s existing literacy skills but also coach children to strive toward higher spelling performance. Furthermore, the study illuminates the role of a new measure in the context of children’s early literacy—private speech during spelling.  相似文献   

6.
In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.  相似文献   

7.
Abstract

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, PreLit, designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in the program while children in the four comparison group schools continued with typical literacy activities in their classrooms. All children were assessed on measures of emergent literacy and language skills prior to and following intervention. It was found that 91% of students were in the bottom quartile for phonological awareness at pre-test. While neither the children nor their schools were randomly allocated to groups, the mean scores for the two groups were very similar at pre-test on all measures. Analyses showed that although the means for the two groups were not statistically different on any of the measures at post-test, significantly fewer students in experimental schools remained in the bottom quartile and more moved into the top quartile for phonological awareness skills, compared with students in the comparison schools. Fine grain analyses, taking into account additional qualitative data about the schools, helped to clarify these findings.  相似文献   

8.
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

9.
Intervening early when young children experience difficulties with literacy has been highlighted strongly in recent international research, particularly for children from families who live in areas marked by poverty. This study, based in two schools, was designed to support four children judged to be most at risk of struggling with literacy through the provision of weekly home visits (and some extra support in class) during their first year at school. The evidence that the children benefited from this form of intervention is discussed, and it is suggested that the home visiting intervention framework adopted in this study is useful for helping ‘difficult to reach’ families.  相似文献   

10.
Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children’s family socioeconomic status (SES), children’s early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children’s early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children’s early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children’s early language skills are useful for predicting children’s subsequent reading achievement.  相似文献   

11.
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12.
A novel intervention was developed to teach reading and spelling literacy to 5 to 7 year-old students using explicit instruction of morphology, etymology, phonology, and form rules. We examined the effects of the intervention compared to a phonics-based condition using a cross-over design with a baseline measure. One hundred and twenty children attending an English state funded primary school were randomly allocated either to a traditional phonics condition followed by the novel intervention, or to the novel intervention followed by the phonics condition. The novel intervention significantly improved the literacy skills of the children including both word reading and spelling compared with the phonics condition. We conclude that early teaching of English literacy should include instruction in morphology, etymology and rules about form in addition to traditional phonics. We suggest that the results of the study could inform future policy on the teaching of English literacy skills.  相似文献   

13.
As part of an evaluation of a web-based early literacy intervention, ABRACADABRA, a small exploratory study was conducted over one term in three primary schools in the Northern Territory. Of particular concern was the relationship between attendance and the acquisition of early literacy skills of Indigenous and non-Indigenous children. Using the GRADE literacy assessment, it was found that students made significant gains in a number of early literacy skills (e.g. phonological awareness skills and vocabulary processing). Classroom attendance was strongly and positively correlated with the acquisition of phonological awareness skills and early literacy skills (e.g. letter recognition, word identification processing). Indigenous children attended class significantly less frequently than non-Indigenous children and performed significantly worse overall, particularly with regard to phonological processing tasks. In light of these findings, it is suggested irregular attendance contributed to the Indigenous students' lowered literacy acquisition.  相似文献   

14.
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   

15.
This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who used the Pattani Malay language as a mother tongue, and who had little experience with Thai, the language of instruction in the kindergarten classrooms. The experimental classroom had 30 children who learned with the interactive e- story. The control classroom had 30 children who learned with the paper version of the e-story. Both groups were taught using a whole language approach for 45 min per day over 8 weeks. This research used a pretest-posttest design on word recognition and story application, and only a posttest design on story comprehension. The results showed the positive effects of using an interactive e- story and present an alternative method to foster the early literacy learning of ethnic minority children. These results showed the children’s improvement after using interactive e-story and a significant difference in word recognition and story application. The comparison of the early literacy improvement between two groups revealed a significant difference in word recognition and story comprehension but no significant difference in story application. Implications for future study and education are discussed.  相似文献   

16.
Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities.  相似文献   

17.
Children with weak oral language skills are at risk of experiencing difficulty with early literacy acquisition. Intensive small group intervention during the pre-primary year has the potential to improve children's success in developing emergent literacy skills. Education assistants are a potentially powerful resource for supporting students at educational risk. In this study, education assistants at four schools were trained to provide a daily half-hour emergent literacy program to pre-primary students with low oral language skills. The program focused on developing phonological awareness, letter-sound knowledge and vocabulary using both explicit and in-context (embedded) learning activities. The students undertaking the program made significant gains on early language and literacy measures. Case studies are presented that illustrate the strengths and limitations of the intervention for children and schools.  相似文献   

18.
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献   

19.
This article presents the findings of the Birth to School Study (BTSS) a longitudinal evaluation of the Peers Early Education Partnership (PEEP); a family‐focused intervention aimed at promoting early literacy, numeracy and self‐esteem in a community at risk of educational underachievement. The main aim of the study was to investigate the effects of PEEP on the children and families from the community it served. Embedded within this aim were dual objectives: to determine if the intervention had an effect within the community as a whole, and simultaneously to determine whether it had an effect on the sub‐group of families who participated in the PEEP weekly sessions. Outcomes in favour of the intervention were found for parents and for children's progress in language and early literacy skills, both at community and sub‐group level. The study is located within a discussion of social exclusion, the potentially mediating influence of education and the accessibility of literacy skills to intervention and change.  相似文献   

20.
Literacy as a social practice has a fundamental role in children’s lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children’s literacy development in the early years settings. However, most of them focus on the aspect of emergent literacy and phonological awareness, with some indirect arguments about literacy as a social practice. Having this in mind and the importance of literacy as a social practice, this project was designed. The purpose of this paper is to examine the effects of the arts in the development of literacy as a social practice in the early years settings. The intervention used the ‘Play and Learn through the Arts’ (PLA) programme for a full school year in a case study with 5–6-year-old children in Greece. The outcomes were measured using authentic assessment techniques and a semi-structure interview. The findings showed the positive contribution of the arts in the development of literacy as a social practice in the early years setting.  相似文献   

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