Effects of a Pre-recorded Parent-child Shared Reading Intervention on At-risk Preschool Children's Phonological Awareness Skills PDF Download
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Author: Sean R. Noe
Publisher:
ISBN:
Category :
Languages : en
Pages : 79
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Book Description
Abstract: Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children's phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children's books with embedded early literacy activities three times each with a parent. Children's progress was monitored following completion of each book through a series of brief early literacy measures conducted at the children's school. Data were analyzed through visual inspection of each child's graphs for each outcome measure. This pre-recorded parent-child shared reading intervention had positive effects on five of the seven children's early literacy skills. Positive effects demonstrate the potential for children at risk for reading difficulty to benefit from early literacy activities in the home. However, some parents had difficulty completing the activities. Increasing linkages between home and school may lend additional support for parents and children who failed to make progress.
Author: Sean R. Noe
Publisher:
ISBN:
Category :
Languages : en
Pages : 79
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Book Description
Abstract: Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children's phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children's books with embedded early literacy activities three times each with a parent. Children's progress was monitored following completion of each book through a series of brief early literacy measures conducted at the children's school. Data were analyzed through visual inspection of each child's graphs for each outcome measure. This pre-recorded parent-child shared reading intervention had positive effects on five of the seven children's early literacy skills. Positive effects demonstrate the potential for children at risk for reading difficulty to benefit from early literacy activities in the home. However, some parents had difficulty completing the activities. Increasing linkages between home and school may lend additional support for parents and children who failed to make progress.
Author: Stadler Marie A.
Publisher:
ISBN:
Category : Reading (Preschool)
Languages : en
Pages : 194
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Book Description
Author: Christopher J. Lonigan
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 11
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Book Description
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Author: Kelly Burgoyne
Publisher: Down Syndrome Education International
ISBN: 1782610456
Category : Children with mental disabilities
Languages : en
Pages : 148
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Book Description
The Reading and Language Intervention for Children with Down Syndrome (RLI) teaches language and literacy skills following evidence-based principles adapted to meet the children’s specific learning needs. It is designed for pupils with Down syndrome aged 5 to 11 years. The intervention is suitable for beginning readers through to those with reading ages up to 8 years and for students with a wide range of language abilities. Teaching is adapted to meet individual needs through initial assessments of skills and regular monitoring of progress. Together with two accompanying DVDs illustrating teaching techniques and a CD of resources, the handbook offers teachers and teaching assistants the detailed guidance, assessment tools and example teaching materials needed to implement the intervention.
Author: Richard K. Wagner
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
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Book Description
"Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading and Shared Book Reading." Four studies of "Dialogic Reading" met the WWC evidence standards and one study met the WWC evidence standards with reservations. Together these five studies included over 300 preschool children and examined intervention effects on children's oral language and phonological processing. The majority of the children studied were from economically disadvantaged families. This report focuses on immediate posttest findings to determine the effectiveness of the intervention; however, follow-up findings provided by the study authors are included in the technical appendices. "Dialogic Reading" was found to have positive effects on oral language and no discernible effects on phonological processing. (Contains 13 footnotes.) [This publication was produced by the What Works Clearinghouse. The following five studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., and Samwel, C. S. (1999). "Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers." Journal of Early Intervention, 22 (4), 306-322; (2) Lonigan, C. J., and Whitehurst, G. J. (1998). "Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds." Early Childhood Research Quarterly, 13 (2), 263-290; (3) Wasik, B. A., and Bond, M. A. (2001). "Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms." Journal of Educational Psychology, 93 (2), 243-250; (4) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). "A picture book reading intervention in day care and home for children from low-income families." Developmental Psychology, 30 (5), 679-689; and (5) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., and Fischel, J. E. (1994). "Outcomes of an emergent literacy intervention in Head Start." Journal of Educational Psychology, 86 (4), 542-555.].
Author: Helen K. Ezell
Publisher: Brookes Publishing Company
ISBN: 9781557668004
Category : Children
Languages : en
Pages : 0
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Book Description
Learn how to make the most of shared reading with this practical guide, filled with strategies for creating an enriching atmosphere and actively engaging children during storybook reading.
Author: Ashley N. Sundman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: This study examined the effects of a parent-implemented intervention on preschool children's development of letter-naming and phonological awareness skills. Six parent-child dyads with children enrolled in a Head Start Program in West Central Florida were selected to participate in the study. A multiple baseline across participants design was used to evaluate the impact of an intervention package that included activities focusing on: (1) using mnemonics to learn letter names and (2) developing phonological awareness of the onsets of words through parent questioning and feedback. Phonological awareness development was measured using the Dynamic Indicators of Basic Early Literacy Skills First Sound Fluency (DIBELS-FSF) and letter-naming ability was measured using the DIBELS Letter Knowledge (DIBELS-LK) probes. Results showed that five of the six students responded favorably to the intervention, increasing their growth rate on at least one of the two measures. The final child showed little change in trends across the phases. Additionally, data was collected regarding intervention integrity of intervention implementation as well as social validity, or the acceptance and usefulness, of the intervention. Intervention integrity data revealed that the majority of parents completed the intervention with high levels of fidelity, although variability across parents was noted. Social validity data indicated that the parents found the program helpful and effective. Implications for research and practice are discussed.
Author: Anne van Kleeck
Publisher: Routledge
ISBN: 1135643741
Category : Education
Languages : en
Pages : 404
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Book Description
Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.
Author: Joseph K. Torgesen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
