Construct and Predictive Validity Evidence for Curriculum-Based Measures of Early Literacy and Numeracy Skills in Kindergarten

ERIC Educational Resources Information Center

Betts, Joseph; Pickart, Mary; Heistad, Dave

2009-01-01

The assessment of early literacy and numeracy skills can provide useful and important information in pursuance of the goal to increase student academic achievement. At present, there have been promising results using curriculum-based measurement (CBM) for evaluating early literacy and early numeracy. There has been little research investigating…

Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools

ERIC Educational Resources Information Center

MacDonald, Colleen; Figueredo, Lauren

2010-01-01

A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at-risk. The intervention consisted of an extra…

The Development of STAR Early Literacy. Report.

ERIC Educational Resources Information Center

School Renaissance Inst., Inc., Madison, WI.

This report describes the development and testing of a computerized early literacy diagnostic assessment for students in prekindergarten to grade 3 that can measure skills across a variety of preliteracy and reading domains. The STAR Early Literacy assessment was developed by a team of more than 50 people, including literacy experts,…

Suitability of the Literacy and Numeracy Screening (LINUS) 2.0 Programme in Assessing Children's Early Literacy

ERIC Educational Resources Information Center

Luyee, Eunice Ong; Roselan, Fauzan Izzati; Anwardeen, Nor Hafizah; Mustapa, Fatin Hazirah Mohd

2015-01-01

Early literacy skills are crucial in a child's learning process and awareness should be raised in order to ensure the quality of early literacy assessments. In this paper, the writers discuss the quality of early literacy assessment in Malaysia, LINUS 2.0 by looking at its validity and reliability. An established early literacy program is compared…

Assessing Teacher Beliefs about Early Literacy Curriculum Implementation

ERIC Educational Resources Information Center

McKenney, Susan; Bradley, Barbara

2016-01-01

Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content…

Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy.

ERIC Educational Resources Information Center

Dickinson, David K.; McCabe, Allyssa

2001-01-01

Data from three studies investigating factors supporting literacy development of children from low-income families indicate: early levels of achievement are strongly linked to later success; kindergarten vocabulary is strongly reflective of the use of varied vocabulary during meal times; and teacher training in literacy is beneficial to classroom…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

ERIC Educational Resources Information Center

Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

2015-01-01

This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

The Value of Early Literacy and Parental Involvement.

ERIC Educational Resources Information Center

Ryan, Sheri Ann

Because early literacy development occurs through social processes, parents need to be involved in the beginning stages of their children's reading. This thesis details the need for early literacy experiences and provides evidence that reading success begins at home. The thesis distinguishes illiteracy and aliteracy, defines literacy, discusses…

Neighborhood Socioeconomic Well-Being, Home Literacy, and Early Literacy Skills of At-Risk Preschoolers

ERIC Educational Resources Information Center

Froiland, John Mark; Powell, Douglas R.; Diamond, Karen E.; Son, Seung-Hee Claire

2013-01-01

In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent-child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of…

Digital, Hybrid, and Multilingual Literacies in Early Childhood

ERIC Educational Resources Information Center

Razfar, Aria; Yang, Eunah

2010-01-01

This article examines sociocultural research on early literacy development in the digital age. The last decade has witnessed a proliferation of informational technology that has fundamentally shifted how we think about language and literacy in the early childhood years. Despite these trends, narrow and reductive views of literacy continue to…

Profile of middle school students on scientific literacy achievements by using scientific literacy assessments (SLA)

NASA Astrophysics Data System (ADS)

Rachmatullah, Arif; Diana, Sariwulan; Rustaman, Nuryani Y.

2016-02-01

Along with the development of science and technology, the basic ability to read, write and count is not enough just to be able to survive in the modern era that surrounded by the products of science and technology. Scientific literacy is an ability that might be added as basic ability for human in the modern era. Recently, Fives et al. developed a new scientific literacy assessment for students, named as SLA (Scientific Literacy Assessment). A pilot study on the achievements of scientific literacy of middle school students in Sumedang using SLA was conducted to investigate the profile scientific literacy achievement of 223 middle school students in Sumedang, and compare the outcomes between genders (159 girls and 64 boys) and school accreditation (A and B) using a quantitative method with descriptive research-school survey. Based on the results, the average achievement of scientific literacy Sumedang middle school students is 45.21 and classified as the low category. The five components of scientific literacy, which is only one component in the medium category, namely science motivation and beliefs, and the four other components are in the low and very low category. Boys have higher scientific literacy, but the differences not statistically significant. Student's scientific literacy in an accredited school is higher than B, and the differences are statistically significant. Recommendation for further are: involve more research subjects, add more number of questions for each indicator, and conduct an independent research for each component.

Literacy Achievement in India: A Demographic Evaluation

ERIC Educational Resources Information Center

Shukla, Vachaspati; Mishra, Udaya S.

2017-01-01

This article evaluates the progress in literacy among the Indian states, from an age-cohort perspective. It argues that age-cohort analysis offers a robust understanding of the dynamics of literacy progress. The article clearly brings out the fact that, despite the accomplishment of universal elementary education, achieving the goal of full…

Literacy as a Social Practice in the Early Years and the Effects of the Arts: A Case Study

ERIC Educational Resources Information Center

Theodotou, Evgenia

2017-01-01

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…

Handbook of Early Literacy Research. Volume 2

ERIC Educational Resources Information Center

Dickinson, David K., Ed.; Neuman, Susan B., Ed.

2006-01-01

Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. This handbook presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics…

The Impact of Achieve3000 on Elementary Literacy Outcomes: Evidence from a Two-Year Randomized Control Trial

ERIC Educational Resources Information Center

Hill, Darryl V.; Lenard, Matthew A.; Page, Lindsay Coleman

2016-01-01

School districts are increasingly adopting technology-based resources in an attempt to improve student achievement. This paper reports the two-year results from randomized control trial of Achieve3000 in the Wake County Public School System (WCPSS) in Raleigh, North Carolina. Achieve3000 is an early literacy program that differentiates non-fiction…

The Association of Kindergarten Entry Age with Early Literacy Outcomes

ERIC Educational Resources Information Center

Huang, Francis L.; Invernizzi, Marcia A.

2012-01-01

The authors investigated whether age at kindergarten entry was associated with early literacy achievement gaps and if these gaps persisted over time. Using the kindergarten age eligibility cutoff date, they created 2 groups of students who represented the oldest and youngest children in a cohort of students in high-poverty, low-performing schools.…

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

ERIC Educational Resources Information Center

Tichnor-Wagner, Ariel; Garwood, Justin D.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

2016-01-01

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary…

Literacy Achievement in Nongraded Classrooms

ERIC Educational Resources Information Center

Kreide, Anita Therese

2011-01-01

This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable…

How To Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil.

ERIC Educational Resources Information Center

Fuller, Bruce; Dellagnelo, Lucia; Strath, Annelie; Barretto Bastos, Eni Santana; Holanda Maia, Mauricio; Lopes de Matos, Kelma Socorro; Luiza Portela, Adelia; Lerche Vieira, Sofia

1999-01-01

A study of 140 first- and second-grade classrooms and 1,925 students in the Brazilian states of Bahia and Ceara examined teaching practices and teacher behaviors in the classroom and their effects on students' early literacy achievement, as well as the influences of student, home, teacher, and school characteristics on literacy scores. (SV)

Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

ERIC Educational Resources Information Center

Larson, Joanne

2006-01-01

This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond…

Starting Strong: Evidence-­Based Early Literacy Practices

ERIC Educational Resources Information Center

Blamey, Katrin; Beauchat, Katherine

2016-01-01

Four evidence-based instructional approaches create an essential resource for any early literacy teacher or coach. Improve your teaching practices in all areas of early literacy. Use four proven instructional approaches--standards based, evidenced based, assessment based, and student based--to improve their teaching practice in all areas of early…

Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children

PubMed Central

Goodrich, J. Marc; Lonigan, Christopher J.; Farver, Jo Ann M.

2017-01-01

Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual

Literacy in Early Childhood and Primary Education: Issues, Challenges, Solutions

ERIC Educational Resources Information Center

McLachlan, Claire; Nicholson, Tom; Fielding-Barnsley, Ruth; Mercer, Louise; Ohi, Sarah

2012-01-01

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips…

Genetic and Environmental Influences on Early Literacy Skills across School Grade Contexts

ERIC Educational Resources Information Center

Haughbrook, Rasheda; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette

2017-01-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. "A," "B") often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school…

Philosophy with Children as Part of the Solution to the Early Literacy Education Crisis in South Africa

ERIC Educational Resources Information Center

Murris, Karin

2016-01-01

In this article I argue that insufficient attention is paid to the explicit teaching of comprehension in South African literacy policies and practices. Like elsewhere, governments reinforce the existing curriculum gap by trying to solve the achievement gap in early literacy. I substantiate my claim through a critical analysis of a report…

The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

Family Literacy Practices and Home Literacy Resources: An Australian Pilot Study

ERIC Educational Resources Information Center

Grieshaber, Susan; Shield, Paul; Luke, Allan; Macdonald, Shelly

2012-01-01

The combined impact of social class, cultural background and experience upon early literacy achievement in the first year of schooling is among the most durable questions in educational research. Links have been established between social class and achievement but literacy involves complex social and cognitive practices that are not necessarily…

Explaining Common Variance Shared by Early Numeracy and Literacy

ERIC Educational Resources Information Center

Davidse, N. J.; De Jong, M. T.; Bus, A. G.

2014-01-01

How can it be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control,…

Modeling the Relationship between Prosodic Sensitivity and Early Literacy

ERIC Educational Resources Information Center

Holliman, Andrew; Critten, Sarah; Lawrence, Tony; Harrison, Emily; Wood, Clare; Hughes, David

2014-01-01

A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's…

Supporting Adolescent Literacy Achievement. Issue Brief

ERIC Educational Resources Information Center

Berman, Ilene

2009-01-01

This brief enhances recommendations and policy strategies from the National Governors Association Center for Best Practices (NGA Center) publication "Reading to Achieve: A Governor's Guide to Adolescent Literacy". It reflects lessons from recent research and best practices from states selected to receive NGA Center support to develop statewide…

Helping Struggling Middle School Literacy Learners Achieve Success

ERIC Educational Resources Information Center

Palumbo, Anthony; Sanacore, Joseph

2009-01-01

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately,…

Factors that Impact West Virginia Head Start Parental Involvement in Early Literacy

ERIC Educational Resources Information Center

Clausell, Arlene Midget

2010-01-01

The research problem is: Many parents are not involved in their children's early literacy education. Some Head Start parents experience issues that keep them from teaching their children early literacy skills. The research questions were: What are the factors for parental involvement in the support of early literacy skill development for their…

Creating Connections, Building Constructions: Language, Literacy, and Play in Early Childhood.

ERIC Educational Resources Information Center

Roskos, Kathleen

In these politically charged times of early literacy initiatives, position statements, and education reform, talk about play and literacy learning seems rather awkward, if not even a bit silly. As the realities of early literacy education set in, teachers, legislators, and parents grow ever more critical of what young children are doing as…

Promoting School and Life Success through Early Childhood Family Literacy

ERIC Educational Resources Information Center

Swick, Kevin J.

2009-01-01

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

Early Literacy and Very Young Children

ERIC Educational Resources Information Center

Parlakian, Rebecca

2004-01-01

For infants and toddlers, education and care are "two sides of the same coin." The author briefly reviews current research on the importance of relationships to cognitive development and early language and literacy. Instructional strategies that are most appropriate to the early years include "intentionality" and "scaffolding." Intentionality…

Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle with Behavior and Attention Problems

ERIC Educational Resources Information Center

Haak, Jill; Downer, Jason; Reeve, Ronald

2012-01-01

Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care…

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2015-01-01

Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. PMID:25750582

Understanding the relationship between inattention and early literacy trajectories in kindergarten.

PubMed

Ogg, Julia; Volpe, Robert; Rogers, Maria

2016-12-01

The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming and Letter Sound Fluency AIMSweb Tests of Early Literacy (Shinn & Shinn, 2012) at three points across the school year. Their teachers provided information on the level of attention-deficit/hyperactivity disorder symptoms (ADHD Symptom Checklist-4; Gadow & Sprafkin, 2008) and academic enabling behaviors (Academic Competence Evaluation Scales; DiPerna & Elliott, 2000). Structural equation modeling (SEM) was used to determine predictors of initial level and growth in early literacy. Specifically, a series of models were tested to determine if a multidimensional model of academic enablers (AEs) mediated the relationship. Engagement predicted students' initial levels of early literacy, suggesting that this is an important mediator to consider between inattention and early literacy skills. Motivation related positively to engagement. Inattention also predicted both motivation and interpersonal skills in the negative direction. These findings suggest that AEs play an important role in the relationship between inattention and early literacy. AEs provide malleable targets for intervention and should be considered when developing intervention for youth at risk for academic failure. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Literacies in Early Childhood: Changing Views Challenging Practice.

ERIC Educational Resources Information Center

Makin, Laurie; Diaz, Criss Jones

Acknowledging that young children's early understandings about literacy occur within their cultural and linguistic communities, the book compiles articles challenging traditional views of literacy and suggesting positive new practices. Each chapter includes "reflection" and "followup" sections that reinforce the link between theory and practice,…

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

ERIC Educational Resources Information Center

Kissel, Brian; Mraz, Maryann; Algozzine, Bob; Stover, Katie

2011-01-01

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that…

Using Technology To Enhance Early Literacy through Play.

ERIC Educational Resources Information Center

Liang, Poh-Hwa; Johnson, James

1999-01-01

Discusses technology with reference to children's play, including how technology mixes with the established connection between children's play and emergent literacy and advantages and disadvantages of the three-way intersection of technology, literacy, and play in early childhood education. Addresses play and computers, software, the Internet, and…

Determinants of tobacco-related health literacy: A qualitative study with early adolescents.

PubMed

Parisod, Heidi; Axelin, Anna; Smed, Jouni; Salanterä, Sanna

2016-10-01

Today's adolescents are used to a constant information flow, but many face difficulties in processing health-related information due to low health literacy. There is still need for deeper understanding on the determinants of health literacy in relation to adolescents to guide the development of health literacy instruments and interventions. The purpose of this study was to explore, from the perspective of early adolescents, the determinants of health literacy in the context of tobacco-related health communication. A qualitative descriptive study. Two schools located in the south of Finland. One school represented a typical Finnish public school with students following general curriculum and the other represented a Finnish public school with students with special educational needs. Purposively selected sample of 10-13-year-old early adolescents (n=39) from the two schools to obtain a varied group of early adolescents representing different kinds of literacy levels. We conducted 10 focus groups with early adolescents and analyzed the data using the theoretical thematic analysis method. We used a combination of the determinants presented in three adolescent-specific health literacy models as the theoretical framework of deductive analysis. The remaining data extracts were coded inductively. We sorted the codes under sub-themes that represented different determinants of health literacy. These were further divided between three themes: "personal", "external", and "mediating" determinants. Finally, we named the themes with an expression that embodied the early adolescents' views and experiences. Early adolescents' descriptions revealed that the list of determinants presented in the three adolescent-specific health literacy models is not comprehensive enough. Early adolescents brought up how their motives, self-efficacy, and role expectations determine their health literacy in addition to the other personal determinants presented in the previous models. Their descriptions

Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies

ERIC Educational Resources Information Center

Hardison, Ashley

2017-01-01

The purpose of this study was to delve into the literacy instructional strategies of selected high-performing K-2 teachers in a Clark County, Nevada school district. The study assessed the efficacy of teachers using five core literacy components: phonemic awareness, phonics, vocabulary, fluency, and comprehension for student achievement. High…

Critical Lessons from the Transactional Perspective on Early Literacy Research

ERIC Educational Resources Information Center

Whitmore, Kathryn F.; Martens, Prisca; Goodman, Yetta M.; Owocki, Gretchen

2004-01-01

This article is a synthesis of early literacy research organized according to critical lessons that delineate our shared knowledge base that we name a 'transactional perspective on early literacy development.' The critical lessons are grouped into three sets to present the continuum of methodological stances that interpretive researchers take as…

Seven Elements Important to Successful Implementation of Early Literacy Intervention

ERIC Educational Resources Information Center

Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

2016-01-01

The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida.…

Beginning Reading and Writing. Language and Literacy Series.

ERIC Educational Resources Information Center

Strickland, Dorothy S., Ed.; Morrow, Lesley Mandel, Ed.

In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a…

"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

ERIC Educational Resources Information Center

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…

Why Should I Read to My Baby? The Importance of Early Literacy

ERIC Educational Resources Information Center

High, Pamela C.

2013-01-01

"Early Brain and Child Development" as a strategic priority of the American Academy of Pediatrics recognizes that early literacy and language skills build a strong foundation for healthy development and academic success. Promoting early literacy in the context of pediatric primary care supports early brain development and positive,…

Added Value of Early Literacy Screening in Preschool Children.

PubMed

Iyer, Sai Nandini; Dawson, M Zachary; Sawyer, Mark I; Abdullah, Neelab; Saju, Leya; Needlman, Robert D

2017-09-01

The Early Literacy Screener (ELS) is a brief screen for emergent literacy delays in 4- and 5-year-olds. Standard developmental screens may also flag these children. What is the value of adding the ELS? Parents of children aged 4 (n = 45) and 5 (n = 26) years completed the Ages and Stages Questionnaire-3 (ASQ-3), the Survey of Well-Being in Young Children (SWYC), and the ELS. Rates of positive agreement (PA), negative agreement (NA), and overall agreement (Cohen's κ) across the various screening tools were calculated. Early literacy delays were detected in 51% of those who passed the ASQ and 38% of those who passed the SWYC. For ELS versus ASQ, κ = 0.18, PA = 0.36 (95% CI = 0.23-0.51), and NA = 0.83 (95% CI = 0.66-0.92). For ELS versus SWYC, κ = 0.42, PA = 0.61 (95% CI = 0.45-0.75), and NA = 0.82 (95% CI = 0.65-0.92). The ELS adds value by flagging early literacy delays in many children who pass either the ASQ-3 or SWYC.

Sparks Fade, Knowledge Stays: The National Early Literacy Panel's Report Lacks Staying Power

ERIC Educational Resources Information Center

Neuman, Susan B.

2010-01-01

In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190…

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

ERIC Educational Resources Information Center

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2013-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

Health Literacy: Cancer Prevention Strategies for Early Adults.

PubMed

Simmons, Robert A; Cosgrove, Susan C; Romney, Martha C; Plumb, James D; Brawer, Rickie O; Gonzalez, Evelyn T; Fleisher, Linda G; Moore, Bradley S

2017-09-01

Health literacy, the degree to which individuals have the capacity to obtain, process, and understand health information and services needed to make health decisions, is an essential element for early adults (aged 18-44 years) to make informed decisions about cancer. Low health literacy is one of the social determinants of health associated with cancer-related disparities. Over the past several years, a nonprofit organization, a university, and a cancer center in a major urban environment have developed and implemented health literacy programs within healthcare systems and in the community. Health system personnel received extensive health literacy training to reduce medical jargon and improve their patient education using plain language easy-to-understand written materials and teach-back, and also designed plain language written materials including visuals to provide more culturally and linguistically appropriate health education and enhance web-based information. Several sustainable health system policy changes occurred over time. At the community level, organizational assessments and peer leader training on health literacy have occurred to reduce communication barriers between consumers and providers. Some of these programs have been cancer specific, including consumer education in such areas as cervical cancer, skin cancer, and breast cancer that are targeted to early adults across the cancer spectrum from prevention to treatment to survivorship. An example of consumer-driven health education that was tested for health literacy using a comic book-style photonovel on breast cancer with an intergenerational family approach for Chinese Americans is provided. Key lessons learned from the health literacy initiatives and overall conclusions of the health literacy initiatives are also summarized. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Primary Literacy Achievement: A Collaborative Urban Partnership

ERIC Educational Resources Information Center

Collins, Vikki K.; Carroll, Barbara; Miller, Sallie Averitt; Yates, H. Marguerite; Perryman, Denise; Alexander, Sabrina; Caldwell, Tammy R.

2006-01-01

This study examined the effects of a collaborative urban partnership on student literacy achievement. The participants were approximately 220 students in kindergarten through third grade and 10 teachers. Participants were from an urban, low-­income southeastern elementary school serving culturally diverse students. The school had been in its…

Associations among Preschool Children's Classroom Literacy Environment, Interest and Engagement in Literacy Activities, and Early Reading Skills

ERIC Educational Resources Information Center

Baroody, Alison E.; Diamond, Karen E.

2016-01-01

This study examines the relations among the classroom literacy environment, children's interest and engagement in literacy activities, and children's early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start classrooms. Researchers rated the classroom literacy environment. Teachers reported on children's…

Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education.

PubMed

Justice, Laura; Logan, Jessica; Kaderavek, Joan; Schmitt, Mary Beth; Tompkins, Virginia; Bartlett, Christopher

2015-01-01

The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested vulnerability for future reading problems. Participants were 218 children enrolled in early childhood special education classrooms, 95% of whom received speech-language services. Children were administered an assessment of early literacy skills in the fall of the academic year. Based on results of latent profile analysis, four distinct literacy profiles were identified, with the single largest profile (55% of children) representing children with generally poor literacy skills across all areas examined. Children in the two low-risk categories had higher oral language skills than those in the high-risk and moderate-risk profiles. Across three of the four early literacy measures, children with language as their primary disability had higher scores than those with LI concomitant with other disabilities. These findings indicate that there are specific profiles of early literacy skills among children with LI, with about one half of children exhibiting a profile indicating potential susceptibility for future reading problems. © Hammill Institute on Disabilities 2013.

What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

ERIC Educational Resources Information Center

L'Allier, Susan; Elish-Piper, Laurie; Bean, Rita M.

2010-01-01

Literacy coaches provide job-embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches.…

Effectiveness of a Clinic-Based Early Literacy Program in Changing Parent-Child Early Literacy Habits.

PubMed

Fricke, Jonathan; Navsaria, Dipesh; Mahony, Karin

2016-12-01

Reach Out and Read (ROR) improves children's development and kindergarten readiness by encouraging parents to routinely share books with their children. Primary care providers give age-appropriate books and anticipatory guidance on reading at each well-child visit. This study evaluated parent attitudes and behaviors of early literacy related to ROR participation in Wisconsin clinics. A survey of early literacy attitudes and behaviors was administered to parents of children ages 6 months to 5 years in 36 Wisconsin clinics. Ten clinics were established ROR sites (intervention group) and 26 clinics had applied to become ROR programs but had not yet initiated the program (control group). Parents at clinics with ROR programs were more likely to read with a child under the age of 6 months (OR=1.58, 95% CI, 1.05-2.38). Other literacy metrics trended toward improvement but none reached statistical significance. Paradoxically, the odds of parents reporting reading as a bedtime habit were decreased among those who participated in ROR. Our study finds mixed support of the effectiveness of ROR outside of academic settings. The apparent discrepancy between these results and those from national studies on ROR may be related to differences in respondent demographics and educational attainment or differences in program implementation and fidelity. We believe that the results will become clearer with future study as clinics are prospectively evaluated over time rather than being compared to non-ROR clinics in a cross-sectional snapshot.

Early Literacy Research: Findings Primary-Grade Teachers Will Want to Know

ERIC Educational Resources Information Center

Reutzel, D. Ray

2015-01-01

This article shares recent research findings in early literacy that every primary grade teacher has had questions about at one time or another ranging from handwriting to phonemic awareness, writing to concepts about print, and more. The article reports research that elaborates upon and extends early literacy research that was reported by the…

Unraveling Genetic and Environmental Components of Early Literacy: A Twin Study

ERIC Educational Resources Information Center

Bus, A. G.; Out, D.

2009-01-01

Even though the acquisition of early literacy skills obviously depends on stimuli and incentives in children's environment we may expect that genes define the constraints for acquiring some or all early literacy skills. Therefore behavior genetic analyses were carried out on twin data including 27 identical and 39 same sex dizygotic twins, 4 years…

The Relationship between Bible Literacy and Academic Achievement and School Behavior

ERIC Educational Resources Information Center

Jeynes, William H.

2009-01-01

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

Signatures and Popular Literacy in Early Seventeenth-Century Japan

ERIC Educational Resources Information Center

Rubinger, Richard

2006-01-01

My paper looks at "signatures" in the form of "ciphers" (kao) and other personal marks made on population registers, town rules, and apostasy oaths in the early seventeenth century to provide some empirical evidence of very high literacy among village leaders. The essay also argues, using the same data, that literacy had…

Socioeconomic and Gender Group Differences in Early Literacy Skills: A Multiple-Group Confirmatory Factor Analysis Approach

ERIC Educational Resources Information Center

Lee, Julia Ai Cheng; Al Otaiba, Stephanie

2015-01-01

Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL.…

High Expectations--High Achievement on Literacy: "What Shall We Do in This Hangman's Hour?"

ERIC Educational Resources Information Center

Linnakyla, Pirjo

Finland is a country of great expectations on literacy and literacy education. High expectations and demands have, however, a darker side. High expectations of society, parents, and teachers may have an effect on the students' self-esteem. The economic recession in the early 1990s strongly accelerated the change in literacy demands and…

Get Wild about Reading: Using "Between the Lions" To Support Early Literacy.

ERIC Educational Resources Information Center

Rath, Linda K.

2002-01-01

Describes the curriculum of the public television program "Between the Lions" (BTL), a series modeling behaviors and skills that foster early literacy. Shows how BTL incorporates developmentally appropriate early literacy practices. Highlights teachers' comments illustrating how BTL is being used in different classrooms and how it…

Literacy Curricula and Assessment: A Survey of Early Childhood Educators in Two States

ERIC Educational Resources Information Center

Gischlar, Karen L.; Vesay, Joanne P.

2014-01-01

Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a…

Professionals' Perceptions of the Role of Literacy in Early Intervention Services

ERIC Educational Resources Information Center

Thatcher, Karen; Fletcher, Kathryn

2008-01-01

The purpose of the current study was to examine therapists' perceptions about literacy in early intervention services. Little effort has been devoted to the incorporation of literacy into therapy services for very young children with special needs. In an attempt to understand how therapy providers view the role of literacy in their services, 168…

Academic Difficulties and Early Literacy Deprivation: The Case of Ethiopians in Israel.

ERIC Educational Resources Information Center

Barkon, Elisheva; Avinor, Eleanor

1995-01-01

Investigates a possible link between academic difficulties and early literacy deprivation among the immigrant Ethiopian population in Israel. Findings suggest that such deprivation can affect the person after he becomes literate and multilingual and that literacy exposure in early childhood and first-language maintenance is important. (11…

Lessons in Literacy: Case Studies of Successful Strategies for Raising Achievement in Multilingual Schools.

ERIC Educational Resources Information Center

Campbell, Bernard, Ed.

The group of case studies details ways in which elementary, middle, and secondary schools in Bradford (England) have responded to recent developments in literacy education and developed whole- school approaches to improving achievement in literacy within multilingual school populations. Case study titles include: "The Literacy Lesson: A…

Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

PubMed Central

Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

2014-01-01

The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A “business as usual” comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children’s hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter–sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. PMID:25125456

Individual versus Peer Grit: Influence on Later Individual Literacy Achievement of Dual Language Learners

ERIC Educational Resources Information Center

O'Neal, Colleen R.

2018-01-01

The objective of this short-term longitudinal study was to examine individual versus classroom peer effects of grit on later individual literacy achievement in elementary school. The dual language learner, largely Latina/o sample included students from the 3rd through the 5th grades. Participants completed a literacy achievement performance task…

Achieve3000®. Adolescent Literacy. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Literacy, Teaching and Learning: An International Journal of Early Literacy, 1996.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Literacy, 1996

1996-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this second volume are: "Oral Language: Assessment and Development in Reading Recovery in the…

Literacy achievement of children with intellectual disabilities and differing linguistic backgrounds.

PubMed

Verhoeven, L; Vermeer, A

2006-10-01

The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when compared with their monolingual Dutch peers with no ID. Dutch literacy scores in the domains of word decoding, vocabulary, syntax and text were therefore compared for: (1) intellectually disabled native Dutch children; (2) intellectually disabled non-native children; (3) normally developing native Dutch children; and (4) normally developing non-native children. The interrelations between literacy subskills were also compared for native vs. non-native children with ID. The native and non-native students diagnosed as intellectually disabled produced substantially lower literacy scores than their non-disabled peers. The differences between the native (L1) and non-native (L2) children in regular vs. special education were found to depend on the aspect of literacy considered. Word decoding and language skills turned out to significantly predict the children's reading comprehension, although some differences in the strength of relationships could also be evidenced. The literacy achievement of intellectually disabled children with differing linguistic backgrounds generally falls behind that of their non-disabled peers. For word decoding, the non-native children in regular and special education were generally able to keep up with their native peers. For higher-order literacy abilities closely related to the mental lexicon, sentence processing and text processing, however, significant differences in the performances of the native (L1) and non-native (L2) children in regular vs. special education were found, suggesting a double disadvantage for the non-native children in special education.

Effect of a Targeted Early Literacy Intervention for English Learners

ERIC Educational Resources Information Center

Arellano, Elizabeth Michelle

2013-01-01

This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel's Report

ERIC Educational Resources Information Center

Schatschneider, Christopher; Lonigan, Christopher J.

2010-01-01

Many of the methodological criticisms of the National Early Literacy Panel (NELP) report presented in this special issue of "Educational Researcher" are not specific to the NELP report but are in fact broad criticisms of much of the quantitative research on early literacy. This rejoinder demonstrates that these criticisms are off target and are…

Improving Early Reading and Literacy: A Guide for Developing Research-Based Programs.

ERIC Educational Resources Information Center

St. John, Edward P.; Bardzell, Jeffrey S.

This guide is designed to help school communities make good choices about early literacy intervention. The guide distinguishes between "reading" (a process of learning to decode and comprehend texts) and a broader concept of "literacy" that includes understanding of the value of language and reading (emergent literacy), the…

The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.

ERIC Educational Resources Information Center

Islam, Chhanda

A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were…

Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children

NASA Astrophysics Data System (ADS)

MacDonald, Amy; Carmichael, Colin

2017-11-01

International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.

The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02

ERIC Educational Resources Information Center

Hill, Darryl V.; Lenard, Matthew A.

2016-01-01

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…

Cradling Literacy: Building Teachers' Skills to Nurture Early Language and Literacy from Birth to Five. A ZERO TO THREE Training Curriculum

ERIC Educational Resources Information Center

Im, Janice H.; Osborn, Carol A.; Sanchez, Sylvia Y.; Thorp, Eva K.

2007-01-01

"Cradling Literacy" provides field-tested instructional materials for instructors to help early childhood teachers develop knowledge and skills in nurturing early language and literacy in young children from birth to 5 years. The research and strategies presented in the instructional manual center on how child, parent, and teacher can work…

Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

ERIC Educational Resources Information Center

Grace, Donna J.; Brandt, Mary E.

2005-01-01

Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners

ERIC Educational Resources Information Center

Formby, Susie

2014-01-01

This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample…

Sharing Books with Babies: Promoting Early Literacy in Early Care and Education. [Videotape].

ERIC Educational Resources Information Center

Boston Medical Center, MA. Doc4Kids Project.

Suggesting that very young children spend every waking minute getting ready for kindergarten, this videotape for caregivers and early childhood teachers shows how to support early literacy skill development by sharing stories, relationships, and books with infants, toddlers, and preschoolers in care and education settings. The 25-minute videotape…

Six-Year-Olds' Perception of Home Literacy Environment and Its Influence on Children's Literacy Enjoyment, Frequency, and Early Literacy Skills

ERIC Educational Resources Information Center

Wiescholek, Sabrina; Hilkenmeier, Johanna; Greiner, Christian; Buhl, Heike M.

2018-01-01

Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and…

Sharing Books with Babies: Evaluation of an Early Literacy Intervention.

ERIC Educational Resources Information Center

Hardman, Margaret; Jones, Lynn

1999-01-01

Evaluation of an early literacy initiative in which free books and literacy information were given to 40 caregivers of infants. Compared book-related activity in the home before and 2 months after the program. Results showed significant increases in book ownership and frequency of mothers and babies looking at children's books together. (SK)

Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

ERIC Educational Resources Information Center

Huisman, Sarah

2012-01-01

Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

Getting Ready Right from the Start. Effective Early Literacy Interventions.

ERIC Educational Resources Information Center

Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.

Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…

Sixty Minutes of Physical Activity per Day Included Within Preschool Academic Lessons Improves Early Literacy.

PubMed

Kirk, Stacie M; Kirk, Erik P

2016-03-01

The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Over 8 months, rhyming significantly (p < .01) improved in the PA group (173 ± 12%) compared with the controls (28 ± 8%) resulting in between group differences at 8 months (p < .01). Alliteration significantly (p < .01) improved in the PA group (52 ± 16%) compared with controls (13 ± 5%), resulting in between group differences at 8 months (p < .01). As minutes of exposure to moderate to vigorous PA increased, the change in picture naming (R(2) = .35, p < .05), alliteration (R(2) = .38, p < .05), and rhyming (R(2) = .42, p < .05), increased. A teacher-directed PA program is effective at increasing PA and improving early literacy. © 2016, American School Health Association.

Literacy, Teaching and Learning: An International Journal of Early Literacy, 1994-1995.

ERIC Educational Resources Information Center

Klein, Adria F., Ed.; Swartz, Stanley L., Ed.

1995-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the special inaugural issue on Reading Recovery are: "Reading Recovery: An Overview" (Stanley L. Swartz and…

Project SEEL: Part II. Using Technology to Enhance Early Literacy Instruction in Spanish

ERIC Educational Resources Information Center

Culatta, Richard; Culatta, Barbara; Frost, Meghan; Buzzell, Krista

2004-01-01

Custom-made digital media are rich, varied, and motivational early literacy materials. An important component of Project SEEL (Systematic and Engaging Early Literacy Instruction) was the use of tailormade digital books and activities in the reading curriculum. Project SEEL team members created computerized materials in Spanish to relate to…

Building Language Throughout the Year: The Preschool Early Literacy Curriculum

ERIC Educational Resources Information Center

Lybolt, John; Armstrong, Jennifer; Techmanski, Kristin Evans; Gottfred, Catherine

2007-01-01

For children from low-resource backgrounds, a literacy-rich preschool experience with a skilled and engaged teacher can offset risk factors and lay the groundwork for lifelong academic success. Now schools can ensure effective early literacy instruction with this field-tested, research-based curriculum for children 3 to 5 years of age. These 41…

Effects of Early Literacy Environments on the Reading Attitudes, Behaviours and Values of Veteran Teachers

ERIC Educational Resources Information Center

Levitt, Roberta; Red Owl, R. H.

2013-01-01

Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, "Q" methodology-based study explored the relationship between early literacy environments and…

Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

ERIC Educational Resources Information Center

Murphy, Jeanne Lovo; Hatton, Deborah; Erickson, Karen A.

2008-01-01

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing…

Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years?

PubMed

Sawyer, A C P; Chittleborough, C R; Mittinty, M N; Miller-Lewis, L R; Sawyer, M G; Sullivan, T; Lynch, J W

2015-09-01

The aim of this study was to estimate the association between two key aspects of self-regulation, 'task attentiveness' and 'emotional regulation' assessed from ages 2-3 to 6-7 years, and academic achievement when children were aged 6-7 years. Participants (n = 3410) were children in the Longitudinal Study of Australian Children. Parents rated children's task attentiveness and emotional regulation abilities when children were aged 2-3, 4-5 and 6-7. Academic achievement was assessed using the Academic Rating Scale completed by teachers. Linear regression models were used to estimate the association between developmental trajectories (i.e. rate of change per year) of task attentiveness and emotional regulation, and academic achievement at 6-7 years. Improvements in task attentiveness between 2-3 and 6-7 years, adjusted for baseline levels of task attentiveness, child and family confounders, and children's receptive vocabulary and non-verbal reasoning skills at age 6-7 were associated with greater teacher-rated literacy [B = 0.05, 95% confidence interval (CI) = 0.04-0.06] and maths achievement (B = 0.04, 95% CI = 0.03-0.06) at 6-7 years. Improvements in emotional regulation, adjusting for baseline levels and covariates, were also associated with better teacher-rated literacy (B = 0.02, 95% CI = 0.01-0.04) but not with maths achievement (B = 0.01, 95% CI = -0.01-0.02) at 6-7 years. For literacy, improvements in task attentiveness had a stronger association with achievement at 6-7 years than improvements in emotional regulation. Our study shows that improved trajectories of task attentiveness from ages 2-3 to 6-7 years are associated with improved literacy and maths achievement during the early school years. Trajectories of improving emotional regulation showed smaller effects on academic outcomes. Results suggest that interventions that improve task attentiveness when children are aged 2-3 to 6-7 years have the potential to improve literacy and maths achievement during

Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

ERIC Educational Resources Information Center

Sherrill, Carol A.

2009-01-01

The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

Cohort study of early literacy and childbearing over the reproductive lifecourse.

PubMed

Seymour, Jane W; Frasso, Rosemary; Shofer, Frances S; Bennett, Ian M

2016-12-30

Literacy is linked to a range of health outcomes, but its association with reproductive health in high-income countries is not well understood. We assessed the relationship between early-life literacy and childbearing across the reproductive lifecourse in the USA. A prospective cohort design was employed to assess early-life literacy and subsequent childbearing, using data from the National Longitudinal Survey of Youth 1979. The US youth aged 14-22 years in 1979, including 6283 women, were surveyed annually through 1994 and biannually thereafter. Literacy was assessed in 1980 using the Armed Services Vocational Aptitude Battery Reading Grade Level (RGL). Cumulative childbearing and grand multiparity (≥5 births) were assessed in 2010. Summary statistics, χ 2 , Kruskal-Wallis, test for trend and logistic regression, were used. Of 6283 women enrolled, 4025 (64%) had complete data and were included in the analyses. In 1980, these women were on average 18 years old and in 2010 they were 45. Median cumulative parity decreased for each RGL and ranged from 3.0 (<5th grade) to 2.0 (>12th grade) (p=0.001). Adjusting for race/ethnicity, poverty status, whether a woman had had a child in 1980, and age in 1980, odds of grand multiparity were 1.9 (95% CI 1.1 to 3.5) and 1.8 (95% CI 1.0 to 3.3), greater among women with <5th or 5-6th grade literacy compared with those ≥12th literacy. In the USA, early-life literacy is associated with total parity over a woman's lifecourse. Literacy is a powerful social determinant of reproductive health in this high-income nation just as it has been shown to be in low-income nations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Assessing the Early Literacy Skills of Toddlers: The Development of Four Foundational Measures

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.; Lowman, Jennifer L.

2017-01-01

Several challenges arise when researchers or practitioners attempt to assess the literacy skills of toddlers, including a lack of developmentally appropriate measures, toddlers' more limited communication ability, and how literacy is defined in the years before age three. This paper describes four new measures of early literacy development and…

Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

ERIC Educational Resources Information Center

Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

2016-01-01

This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

Factors That Affect South African Reading Literacy Achievement: Evidence from prePIRLS 2011

ERIC Educational Resources Information Center

van Staden, Surette; Bosker, Roel

2014-01-01

This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners' results substantially below…

Context Matters: The Interrelatedness of Early Literacy Skills, Developmental Health, and Community Demographics

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Vukovic, Rose K.; Hertzman, Clyde; Siegel, Linda S.

2007-01-01

Whereas the great majority of literacy research has been focused at the child level, this study examined the relationship between early literacy rates, developmental health of the population, and demographics in 23 school communities. The results showed that school-level literacy scores were related to the physical, social, and emotional maturity…

Family Literacy in Early 18th-Century Boston: Cotton Mather and His Children.

ERIC Educational Resources Information Center

Monaghan, E. Jennifer

1991-01-01

Offers a naturalistic picture of literacy in colonial North America by exploring family literacy in an early eighteenth-century urban New England setting. Uses the diaries and other writings of Cotton Mather (1663-1728) as sources on literacy within his family. Notes the importance of writing within the family. (SR)

African American Fathers' Contributions to Children's Early Academic Achievement: Evidence from Two-Parent Families from the Early Childhood Longitudinal Study-Birth Cohort

ERIC Educational Resources Information Center

Baker, Claire E.

2014-01-01

Research Findings: This study utilized a large sample ("N" = 750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in…

Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays.

PubMed

Pears, Katherine C; Kim, Hyoun K; Fisher, Philip A; Yoerger, Karen

2016-08-01

Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d=.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β=.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Literacy Environment of Early Childhood Special Education Classrooms: Predictors of Print Knowledge

ERIC Educational Resources Information Center

Dynia, Jaclyn M.

2012-01-01

The present study aimed to examine the quality of the classroom literacy environment in early childhood special education (ECSE) classrooms, as well as the relations between the classroom literacy environment and children's gains in print knowledge. To address these aims, the present study described the classroom literacy environments of 28…

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments.

PubMed

Terrell, Pamela; Watson, Maggie

2018-04-05

As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Essential elements of ecological literacy and the pathways to achieve it: Perspectives of ecologists

NASA Astrophysics Data System (ADS)

McBride, Brooke Baldauf

2011-12-01

National assessments have led many to conclude that the level of ecological literacy among the general population in the United States is too low to enable effective social responses to current environmental challenges. However, the actual meaning of ecological literacy varies considerably between academic fields and has been a topic of intensive deliberation for several decades. Within the field of ecology in particular, a driving purpose behind this ongoing discussion has been to advance a complete, pedagogy-guiding, and broadly applicable framework for ecological literacy, allowing for the establishment of guidelines and tools for assessing educational achievement; yet, a widely accepted framework does not currently exist. What is ecological literacy and how can it be achieved? Through an extensive review of the literature, I traced the evolution of the related concepts of environmental literacy, ecological literacy, and ecoliteracy, and compared and contrasted the numerous proposed frameworks across multiple dimensions of affect, knowledge, skills, and behavior. In addition to characterizing the overall discourse, this analysis facilitated close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. To explore current perspectives on the topic, I analyzed the open-ended responses of more than 1,000 ecologists and other environmental scientists on the nature of ecological literacy and how it may be achieved. Factor analysis revealed the presence of six common dimensions underlying respondents' views of ecological literacy (cycles and webs, ecosystem services, negative human impacts, critical thinking/application, nature of ecological science, and biogeography) and five common dimensions for how to achieve it (education by mass media, formal/traditional education, financial incentive, participatory/interactive education, and communication/outreach by scientists). Based on these results, I proposed

Creating Mathematicians and Scientists: Disciplinary Literacy in the Early Childhood Classroom

ERIC Educational Resources Information Center

Mongillo, Maria Boeke

2017-01-01

Disciplinary literacy focuses on the specific ways a content area thinks, uses language, and shares information. While much of the literature on disciplinary literacy suggests it is an advanced language strategy to be taught to secondary students, early childhood classrooms may be the ideal environment in which to introduce this type of…

Achieving Adult Literacy. Fastback 330.

ERIC Educational Resources Information Center

Farris, Pamela J.

Leaders in business and industry are demanding workers who not only can read and write but can think creatively and critically and solve problems. Federal- and state-funded programs and volunteer organizations are involved with adult literacy. Increasingly, corporations are funding adult literacy projects. Adults read for different reasons than…

Writing Posthumanism, Qualitative Enquiry and Early Literacy

ERIC Educational Resources Information Center

Bridges-Rhoads, Sarah; Van Cleave, Jessica

2017-01-01

This paper was written in the midst of enquiry--provoked by the question of what happens when we write posthumanism, qualitative enquiry and early literacy together. Rather than offer a stable methodology that is the product of our experimentation, the paper functions as a map, a situated cartography that has multiple access points and is…

Technology versus Teachers in the Early Literacy Classroom: An Investigation of the Effectiveness of the Istation Integrated Learning System

ERIC Educational Resources Information Center

Putman, Rebecca S.

2017-01-01

Guided by Vygotsky's social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental…

Implementing the No Child Left Behind Act: Using Student Engagement to Improve Adolescent Literacy. NCREL Quick Key 10 Action Guide

ERIC Educational Resources Information Center

Learning Point Associates / North Central Regional Educational Laboratory (NCREL), 2005

2005-01-01

Literacy instruction does not end with reading success in early grades. As students move to middle and high school, new challenges emerge that can affect literacy achievement. Even for students who achieve early reading and writing success, the literacy demands of middle and high school can pose substantial challenges. Older students must be able…

Lift-Off for Early Literacy: Directed Reading Opportunities for Struggling Students

ERIC Educational Resources Information Center

Iannone-Campbell, Charlene; Lattimore, Susan Lloyd

2011-01-01

As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind--improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away. Created by…

Early Literacy in Cuba: Lessons for America

ERIC Educational Resources Information Center

Abel, Carolyn Davidson; Abel, Charles Frederick

2017-01-01

How did Cuba erase illiteracy in a single year? How did they combine both a phonics approach with the constructivist meaning-based model for teaching reading that we cannot seem to manage here in the states? This paper seeks to shed light on Cuba's impressive 1961 National Literacy Campaign and reflects upon implications for early literacy…

A Small Group Model for Early Intervention in Literacy: Group Size and Program Effects.

ERIC Educational Resources Information Center

Homan, Susan; King, James R.; Hogarty, Kris

Over the last 2 years, Accelerated Literacy Learning (ALL) has experimented with the small group model in early literacy intervention, with success comparable to that in one-to-one intervention. There can be little doubt that intervention provided to struggling readers is most effectively initiated at an early stage. The ALL program was conceived…

Social Interaction Determinants of South African Reading Literacy Achievement: Evidence from PrePIRLS 2011

ERIC Educational Resources Information Center

Bergbauer, Annika; van Staden, Surette

2018-01-01

This study identifies factors predicting reading literacy achievement among Grade 4 students in South Africa by utilizing Vygotsky's social interaction theory. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 students' results below the international centre point of…

Cherokee Practice, Missionary Intentions: Literacy Learning among Early Nineteenth-Century Cherokee Women

ERIC Educational Resources Information Center

Moulder, M. Amanda

2011-01-01

This article discusses how archival documents reveal early nineteenth-century Cherokee purposes for English-language literacy. In spite of Euro-American efforts to depoliticize Cherokee women's roles, Cherokee female students adapted the literacy tools of an outsider patriarchal society to retain public, political power. Their writing served…

Early Literacy Instruction and Intervention

PubMed Central

Al Otaiba, Stephanie; Foorman, Barbara

2014-01-01

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions. PMID:25221452

A Cost-Effectiveness Analysis of Early Literacy Interventions

ERIC Educational Resources Information Center

Simon, Jessica

2011-01-01

Success in early literacy activities is associated with improved educational outcomes, including reduced dropout risk, in-grade retention, and special education referrals. When considering programs that will work for a particular school and context; cost-effectiveness analysis may provide useful information for decision makers. The study…

Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2011-01-01

This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher…

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five

PubMed Central

Mulder, Hanna; Verhagen, Josje; Van der Ven, Sanne H. G.; Slot, Pauline L.; Leseman, Paul P. M.

2017-01-01

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about. PMID:29075209

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five.

PubMed

Mulder, Hanna; Verhagen, Josje; Van der Ven, Sanne H G; Slot, Pauline L; Leseman, Paul P M

2017-01-01

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about.

Developing Physically Literacy in K-12 Physical Education through Achievement Goal Theory

ERIC Educational Resources Information Center

Liu, Jiling; Xiang, Ping; Lee, Jihye; Li, Weidong

2017-01-01

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students' cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education…

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

ERIC Educational Resources Information Center

Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y.

2015-01-01

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…

Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis.

PubMed

Lonigan, Christopher J; Goodrich, J Marc; Farver, JoAnn M

2018-04-01

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Low-Achieving Readers, High Expectations: Image Theatre Encourages Critical Literacy

ERIC Educational Resources Information Center

Rozansky, Carol Lloyd; Aagesen, Colleen

2010-01-01

Students in an eighth-grade, urban, low-achieving reading class were introduced to critical literacy through engagement in Image Theatre. Developed by liberatory dramatist Augusto Boal, Image Theatre gives participants the opportunity to examine texts in the triple role of interpreter, artist, and sculptor (i.e., image creator). The researchers…

Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

ERIC Educational Resources Information Center

Spencer, Tamara Glupczynski; Falchi, Lorraine; Ghiso, Maria Paula

2011-01-01

The current context of increased accountability and the proliferation of skills-based literacy mandates at the early childhood level pose particular tensions for multilingual children and educators. In this article, we draw on data from two ethnographic studies to examine how educators and children negotiate the constraints of early childhood…

Responses to Struggling, K-2 Readers and Writers: Early Literacy Intervention in Three Urban Schools

ERIC Educational Resources Information Center

Mooney, Kathleen C.

2009-01-01

An abundance of research on early literacy intervention indicates that struggling, K-2 readers and writers can be effectively supported through the receipt of intervention services in school; however, research in the area has not yet addressed study of the unique, contextualized design and implementation of early literacy intervention in different…

The Effect of Guided Reading on Literacy Achievement of Third and Fourth Grade Students

ERIC Educational Resources Information Center

Gregory, Brandon

2017-01-01

Literacy, the ability to read and write, is of great importance to the success of students throughout their lives. The problem the study addressed was low literacy achievement levels of third and fourth grade students. The information gained from this study was important because it helped staff members at the research site identify the impact of…

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

Guo, Ying; Sawyer, Brook E.; Justice, Laura M.; Kaderavek, Joan N.

2013-01-01

The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms ("N" = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/writing materials) and instruction (i.e., instructional…

Literacy Self-Efficacy and Achievement of Secondary Students with Disabilities

ERIC Educational Resources Information Center

Runnells, Mary Mau

2012-01-01

Adolescent literacy, or adolescents' ability to read, write, and communicate about the variety of texts they encounter in and out of school, has remained inordinately, and consistently, low for the past 20 years (NCES, 2010). Self-efficacy is a widely-used construct for measuring and predicting student achievement (Pajares, Johnson, & Usher,…

Genetic and environmental influences on early literacy skills across school grade contexts.

PubMed

Haughbrook, Rasheda; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2017-09-01

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools. © 2016 John Wiley & Sons Ltd.

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2016-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2018-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

NASA Astrophysics Data System (ADS)

Suwono, Hadi; Wibowo, Agung

2018-01-01

Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

Early Development of Graphical Literacy through Knowledge Building

ERIC Educational Resources Information Center

Gan, Yongcheng; Scardamalia, Marlene; Hong, Huang-Yao; Zhang, Jianwei

2010-01-01

This study examined growth in graphical literacy for students contributing to an online, multimedia, communal environment as they advanced their understanding of biology, history and optics. Their science and history studies started early in Grade 3 and continued to the end of Grade 4; students did not receive instruction in graphics production,…

Aesthetic Experience and Early Language and Literacy Development

ERIC Educational Resources Information Center

Johnson, Helen L.

2007-01-01

The present paper explores the connections between theory and research in language development and aesthetic education and their implications for early childhood classroom practice. The present paper posits that arts experiences make a unique and vital contribution to the child's development of language and literacy, as well as to the sense of…

The Contribution of Early Home Literacy Activities to First Grade Reading and Writing Achievements in Arabic

ERIC Educational Resources Information Center

Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh

2013-01-01

This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother-child shared book reading and joint writing). The contribution of these activities in kindergarten to children's reading and writing at the end of…

Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early

ERIC Educational Resources Information Center

Wolcott, Willa, Ed.

2011-01-01

The late Margaret J. Early was a nationally renowned educator in the field of English education and reading, a past president of the National Council of Teachers of English, an author and an editor herself, and the recipient of many awards. The book Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early, edited by Willa Wolcott,…

Early Intervention and Culture: Preparation for Literacy. The Interface between Theory and Practice.

ERIC Educational Resources Information Center

Eldering, Lotty, Ed.; Leseman, Paul, Ed.

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a…

Examining the Impacts of Systematic and Engaging Early Literacy (SEEL): Attention to Teacher Practices and Classroom Effects across the Kindergarten Year

ERIC Educational Resources Information Center

Bingham, Gary E.; Culatta, Barbara; Hall-Kenyon, Kendra M.

2016-01-01

This study examined teachers' implementation of an early literacy intervention, Systematic and Engaging Early Literacy (SEEL), on kindergarten children's development of early literacy skills. One hundred forty-nine kindergarten children (102 treatment) across six classrooms participated in this study. Results reveal that children who received SEEL…

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998

1998-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You…

Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

ERIC Educational Resources Information Center

Farley, Kristin Sue; Piasta, Shayne; Dogucu, Mine; O'Connell, Ann

2017-01-01

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to…

The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy

ERIC Educational Resources Information Center

Vesay, Joanne P.; Gischlar, Karen L.

2013-01-01

In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle,…

"Greenlight study": a controlled trial of low-literacy, early childhood obesity prevention.

PubMed

Sanders, Lee M; Perrin, Eliana M; Yin, H Shonna; Bronaugh, Andrea; Rothman, Russell L

2014-06-01

Children who become overweight by age 2 years have significantly greater risks of long-term health problems, and children in low-income communities, where rates of low adult literacy are highest, are at increased risk of developing obesity. The objective of the Greenlight Intervention Study is to assess the effectiveness of a low-literacy, primary-care intervention on the reduction of early childhood obesity. At 4 primary-care pediatric residency training sites across the US, 865 infant-parent dyads were enrolled at the 2-month well-child checkup and are being followed through the 24-month well-child checkup. Two sites were randomly assigned to the intervention, and the other sites were assigned to an attention-control arm, implementing the American Academy of Pediatrics' The Injury Prevention Program. The intervention consists of an interactive educational toolkit, including low-literacy materials designed for use during well-child visits, and a clinician-centered curriculum for providing low-literacy guidance on obesity prevention. The study is powered to detect a 10% difference in the number of children overweight (BMI > 85%) at 24 months. Other outcome measures include observed physician-parent communication, as well as parent-reported information on child dietary intake, physical activity, and injury-prevention behaviors. The study is designed to inform evidence-based standards for early childhood obesity prevention, and more generally to inform optimal approaches for low-literacy messages and health literacy training in primary preventive care. This article describes the conceptual model, study design, intervention content, and baseline characteristics of the study population. Copyright © 2014 by the American Academy of Pediatrics.

Data Literacy is Statistical Literacy

ERIC Educational Resources Information Center

Gould, Robert

2017-01-01

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

The Effect of Technology Integration on High School Students' Literacy Achievement

ERIC Educational Resources Information Center

Robinson, Kara

2016-01-01

This literature review presents a critical appraisal of current research on the role technology integration plays in high school students' literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact…

Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model.

PubMed

Goodrich, J Marc; Lonigan, Christopher J

2017-08-01

According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60.83 months, 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children's phonological awareness and print knowledge skills. Correlated factors models that only included skills specific to Spanish and English provided the best fits to the data for children's oral language skills. Children's language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages.

The Effects of a Comprehensive Early Literacy Project on Preschoolers' Language and Literacy Skills

ERIC Educational Resources Information Center

Xu, Yaoying; Chin, Christopher; Reed, Evelyn; Hutchinson, Cynthia

2014-01-01

The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers' oral language skills, phonological awareness,…

Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2012-01-01

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

Helping Families Connect Early Literacy with Social-Emotional Development

ERIC Educational Resources Information Center

Santos, Rosa Milagros; Fettig, Angel; Shaffer, LaShorage

2012-01-01

Early childhood educators know that home is a child's first learning environment. From birth, children are comforted by hearing and listening to their caregivers' voices. The language used by families supports young children's development of oral language skills. Exposure to print materials in the home also supports literacy development. Literacy…

Supports for Vocabulary Instruction in Early Language and Literacy Methods Textbooks

ERIC Educational Resources Information Center

Wright, Tanya S.; Peltier, Marliese R.

2016-01-01

The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level.…

The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools

ERIC Educational Resources Information Center

Ross, Denise; Pinder, Glen; Coles-White, D'Jaris

2015-01-01

Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a…

Literacy Achievement of Children with Intellectual Disabilities and Differing Linguistic Backgrounds

ERIC Educational Resources Information Center

Verhoeven, L.; Vermeer, A.

2006-01-01

Background: The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when…

Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

ERIC Educational Resources Information Center

Padgett, Carrie B.

2010-01-01

The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

ERIC Educational Resources Information Center

Özkan, Yesim Özer; Özaslan, Nesrin

2018-01-01

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were…

Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom

ERIC Educational Resources Information Center

Sternberg, Betty J.; Kaplan, Karen A.; Borck, Jennifer E.

2007-01-01

Adolescent literacy achievement across the United States is in crisis. More than eight million students in grades 4 to 12 are identified as struggling readers. These students, who perform below grade level in reading and writing, are at high risk for failure in all content subjects and ultimately for dropping out of school. Professionals in the…

Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

ERIC Educational Resources Information Center

Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

2014-01-01

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

The influence of newborn early literacy intervention programs in three canadian provinces.

PubMed

Letourneau, Nicole; Whitty, Pam; Watson, Barry; Phillips, Jennifer; Joschko, Justin; Gillis, Doris

2015-01-01

Low levels of literacy in early childhood can have lasting effects on children's educational and intellectual development. Many countries have implemented newborn literacy programs designed to teach parents pre-literacy promoting activities to share with their children. We conducted 2 quasi-experimental studies using 1) a pre-test/post-test design and 2) a non-equivalent control group design to examine the effect of newborn literacy programs on parents' self-reported literacy intentions/behaviors, values toward literacy, and parent-child interactions. Parents were recruited from 3 provinces, 2 with newborn literacy programs (intervention) and 1 without (control). Parents in the intervention group completed prenatal and postnatal (after participation in program) questionnaires. Parents in the control group completed 1 questionnaire. Questionnaires were designed to capture parents' literacy intentions (prenatal), behaviors (postnatal), values, and parent-child interactions (postnatal). A total of 98 parents were included in study one and 174 were included in study two. Parents' self-reported prenatal intentions and values were higher than their postnatal behaviors and values. Parents in the intervention group exhibited higher literacy behaviors and values and greater enjoyment reading to their children than parents in the control group, though they also reported reading to their children less frequently. Parents in the intervention group had significantly higher Positive Interactive scores than controls. Overall, we found participation in newborn literacy programs positively impacted parenting behaviors and attitudes. Lower postnatal within-group scores (intentions and values versus behaviors and values) may have been the result of participants' high expectations. Given our findings, we recommend that these programs continue.

Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2010-01-01

Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent…

The Impact of Including Writing Materials in Early Childhood Classrooms on the Early Literacy Development of Children from Low-Income Families

ERIC Educational Resources Information Center

Clark, Patricia; Kragler, Sherry

2005-01-01

The purpose of this research was to determine the effect of incorporating writing materials in all areas of the preschool classroom on the early literacy development of young children from low-income families. The researchers worked with six teachers in three preschool classrooms to incorporate literacy materials--particularly those materials that…

Factors Affecting Literacy Achievement of Eighth Grade Middle School Instrumental Music Students

ERIC Educational Resources Information Center

Kurt, Johnny T.

2010-01-01

The purpose of this pretest-posttest comparative efficacy study was to analyze factors affecting literacy achievement of eighth grade middle school instrumental music students (n = 38) including (a) socioeconomic status (SES), (b) gender, (c) grade point average (GPA), (d) music motivation, (e) music involvement, and (f) instrument section. The…

Gestational age and school achievement: a population study.

PubMed

Searle, Amelia K; Smithers, Lisa G; Chittleborough, Catherine R; Gregory, Tess A; Lynch, John W

2017-09-01

Academic achievement varies according to gestational age but it is unclear whether achievement varies within 'term' (37-41 weeks gestation) or for 'post-term' births (≥42 weeks). We examined gestational age from preterm to post-term against a national minimum standard for academic achievement in population data. Literacy and numeracy data of 8-year-old South Australian grade 3 children in 2008-2010 were linked to routinely collected perinatal data (N=28 155). Longer gestation from 23 to 45 weeks was associated with lower risk of poor literacy and numeracy. Adjusted relative risks for being at or below national minimum standard ranged from 1.12 (95% CI 1.03 to 1.22) for 'late preterm' (32-36 weeks) for numeracy, to 1.84 (95% CI 1.48 to 2.30) for 'early preterm' (23-31 weeks) for writing. Within term, every additional week of gestational age was associated with small decreased risks of poor literacy and numeracy (eg, relative risks for poor numeracy 1.10, 95% CI 1.01 to 1.20 for 37 weeks). Population-attributable fractions for poor achievement were highest among children born 'early term' (37-39 weeks) due to their higher population prevalence. Shorter gestational age was associated with increased risk of poor literacy/numeracy. While children born 'early term' experience only between 1% and 10% increased risk, they constitute a larger proportion of children with poor educational achievement than preterm children, and thus are important to consider for supportive interventions to improve population-level achievement gains. The seemingly lower risk for post-term children showed large error estimates and warrants further consideration within even larger populations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

“Greenlight Study”: A Controlled Trial of Low-Literacy, Early Childhood Obesity Prevention

PubMed Central

Perrin, Eliana M.; Yin, H. Shonna; Bronaugh, Andrea; Rothman, Russell L.

2014-01-01

Children who become overweight by age 2 years have significantly greater risks of long-term health problems, and children in low-income communities, where rates of low adult literacy are highest, are at increased risk of developing obesity. The objective of the Greenlight Intervention Study is to assess the effectiveness of a low-literacy, primary-care intervention on the reduction of early childhood obesity. At 4 primary-care pediatric residency training sites across the US, 865 infant-parent dyads were enrolled at the 2-month well-child checkup and are being followed through the 24-month well-child checkup. Two sites were randomly assigned to the intervention, and the other sites were assigned to an attention-control arm, implementing the American Academy of Pediatrics' The Injury Prevention Program. The intervention consists of an interactive educational toolkit, including low-literacy materials designed for use during well-child visits, and a clinician-centered curriculum for providing low-literacy guidance on obesity prevention. The study is powered to detect a 10% difference in the number of children overweight (BMI > 85%) at 24 months. Other outcome measures include observed physician–parent communication, as well as parent-reported information on child dietary intake, physical activity, and injury-prevention behaviors. The study is designed to inform evidence-based standards for early childhood obesity prevention, and more generally to inform optimal approaches for low-literacy messages and health literacy training in primary preventive care. This article describes the conceptual model, study design, intervention content, and baseline characteristics of the study population. PMID:24819570

The Contribution of Trade Books to Early Science Literacy: In and out of School

ERIC Educational Resources Information Center

Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

2009-01-01

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

Out-of-School Literacy Activities of Affluent Early Adolescents: Selective Competencies and Hidden Needs

ERIC Educational Resources Information Center

Hester, Amy

2012-01-01

Few studies have documented the literacy activities in an after-school setting of affluent early adolescents assigned to remedial reading. This may be because these students are not considered to be at risk of academic failure. The out-of-school literacy activities of 3 sixth-grade students were examined in this qualitative research. Multiple data…

The Views of Nigerian Teachers in Public and Private Primary Schools on the Teaching of Early Literacy in English

ERIC Educational Resources Information Center

Okebukola, Foluso

2012-01-01

Drawing on the bilingual policies and biliteracy programmes of African nations, this paper discusses the context of literacy education in Nigeria and examines Nigerian early literacy teachers' attitudes to teaching literacy and literacy teaching practices as informed by the National Policy on Education, Primary English Language Curriculum and the…

Language, Play and Early Literacy for Deaf Children: The Role of Parent Input

ERIC Educational Resources Information Center

Brown, P. Margaret; Watson, Linda M.

2017-01-01

This paper reviews and synthesizes research into the ways in which parents support their child across three major developmental domains in early childhood: early language, play and early literacy. We show how these domains are linked to each other and suggest that there is some evidence that interventions in all of them will promote mutual…

Early Literacy Programme as Support for Immigrant Children and as Transfer to Early Numeracy

ERIC Educational Resources Information Center

Korat, Ofra; Gitait, Aviva; Bergman Deitcher, Deborah; Mevarech, Zmira

2017-01-01

We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to…

Children's Early Literacy Environment in Chinese and American Indian Families.

ERIC Educational Resources Information Center

Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe

This study examined how Chinese and American Indian mothers support their young children's early literacy development in everyday interactions. Twenty mother-child dyads in each cultural community participated in the study. Analysis of videotaped interactions indicated that the mothers in the two communities differed greatly in the ways they…

The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction on Achievement, Use, and Attitudes toward Literacy and Science. Reading Research Report No. 37.

ERIC Educational Resources Information Center

Morrow, Lesley Mandel; And Others

A study determined the impact of integrating literacy and science programs on literacy achievement, use of literature, and attitude toward reading and science. Six third-grade classes (128 students) of ethnically diverse children were assigned to one control and two experimental groups (literature/science program and literature only program).…

Elizabeth Usher Memorial Lecture: Language is literacy is language - Positioning speech-language pathology in education policy, practice, paradigms and polemics.

PubMed

Snow, Pamela C

2016-06-01

This paper is concerned with the fundamental and intrinsic links between early receptive and expressive oral language competence on the one hand and the transition to literacy in the early school years and achievement of academic (and life) success on the other. Consequently, it also concerns the professional knowledge base of two key disciplines whose work is central to children's early language and literacy success: teachers and speech-language pathologists (SLPs). Oral language competence underpins the transition to literacy, which in turn underpins academic achievement. Academic achievement is significant in its own right, conferring opportunities for further education and training post-secondary school, contributing to psychological health and mitigating some of the mental health risks and adversities that can be associated with adolescence and early adulthood. The central thesis is that the linguistic basis of the transition to literacy makes early reading success core business for SLPs. Further, SLPs need a firm grasp of the political and ideological factors that have exerted historical and continuing influence on reading instruction in western nations such as Australia, the US and the UK. This will facilitate the establishment of meaningful working relationships with teaching colleagues, to achieve optimal education outcomes for all children.

Elizabeth Usher Memorial Lecture: Language is literacy is language - Positioning speech-language pathology in education policy, practice, paradigms and polemics

PubMed Central

Snow, Pamela C.

2016-01-01

Abstract This paper is concerned with the fundamental and intrinsic links between early receptive and expressive oral language competence on the one hand and the transition to literacy in the early school years and achievement of academic (and life) success on the other. Consequently, it also concerns the professional knowledge base of two key disciplines whose work is central to children’s early language and literacy success: teachers and speech-language pathologists (SLPs). Oral language competence underpins the transition to literacy, which in turn underpins academic achievement. Academic achievement is significant in its own right, conferring opportunities for further education and training post-secondary school, contributing to psychological health and mitigating some of the mental health risks and adversities that can be associated with adolescence and early adulthood. The central thesis is that the linguistic basis of the transition to literacy makes early reading success core business for SLPs. Further, SLPs need a firm grasp of the political and ideological factors that have exerted historical and continuing influence on reading instruction in western nations such as Australia, the US and the UK. This will facilitate the establishment of meaningful working relationships with teaching colleagues, to achieve optimal education outcomes for all children. PMID:27063684

Attendance, Performance and the Acquisition of Early Literacy Skills: A Comparison of Indigenous and Non-Indigenous School Children

ERIC Educational Resources Information Center

Ehrich, John; Wolgemuth, Jennifer R.; Helmer, Janet; Oteng, Georges; Lea, Tess; Bartlett, Claire; Smith, Heather; Emmett, Sue

2010-01-01

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…

A Multivariate Twin Study of Early Literacy in Japanese "Kana"

ERIC Educational Resources Information Center

Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko

2013-01-01

This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, "kana" letter name/sound knowledge,…

Literacy for the New Millennium. Volume 1: Early Literacy

ERIC Educational Resources Information Center

Guzzetti, Barbara J., Ed.

2007-01-01

Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. "Literacy for the New Millennium" includes information from specialists in the field who discuss the influence of popular culture, media, and technology on…

BookFun--"There's More to It than Reading a Book"--Implementing a Danish Early Literacy Programme That Supports Professionalism, Language Development and Social Inclusion

ERIC Educational Resources Information Center

Clasen, Line Engel; Jensen de López, Kristine

2017-01-01

Several early literacy programmes have documented their effectiveness in enhancing children's early literacy and language development. Despite recent interest in implementing evidence-based programmes, only a few studies have set out to capture the implementation process of early literacy programmes as seen from the programme users' perspectives.…

English Literacy Levels of the Early Care and Education Workforce: A Profile and Associations with Quality of Care. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce in Alameda County, California.

ERIC Educational Resources Information Center

Phillips, Deborah; Crowell, Nancy; Whitebook, Marcy; Bellm, Dan

Research on parents has shown the critical contribution that linguistic input plays in fostering early literacy, but there have been no systematic studies of the literacy of the early care and education workforce and its role in fostering quality early learning environments. This report examines the literacy levels of early childhood educators in…

Early home literacy and adolescents’ online reading behavior in comparative perspective

PubMed Central

Notten, Natascha; Becker, Birgit

2017-01-01

Online reading behavior can be regarded as a ‘new’ form of cultural capital in today’s digital world. However, it is unclear whether ‘traditional’ mechanisms of cultural and social reproduction are also found in this domain, and whether they manifest uniformly across countries at different stages of development. This article analyzes whether the early home literacy environment has an impact on informational online reading behavior among adolescents and whether this association varies between countries with different levels of digitalization and educational expansion. Data from the 2009 Programme for International Student Assessment (PISA) were used for the empirical analyses. The results of regression models with country-fixed effects indicate a positive association between literacy activities in early childhood and informational online reading at age 15. This association was quite stable across countries. These findings are discussed in light of cultural and social reproduction theory and digital divide research. PMID:29276306

Invisible to Visible: Mapping the Continuum of Literacy Learning Experiences in an Early Years Setting

ERIC Educational Resources Information Center

Kervin, Lisa; Turbill, Jan; Harden-Thew, Kathryn

2017-01-01

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their…

Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…

Achieving Technological Literacy in Minnesota.

ERIC Educational Resources Information Center

Lindstrom, Mike

2002-01-01

Describes how Minnesota implemented the Standards for Technological Literacy: Content for the Study of Technology. Includes the timeline, rationale, potential activities and estimated costs associated with all phases, and steps for implementing the plan: investigate, replicate, integrate, and mandate. (JOW)

Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

PubMed

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

Expert Views on TPACK for Early Literacy: Priorities for Teacher Education

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2017-01-01

Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make…

Promoting Early Literacy for Diverse Learners Using Audio and Video Technology

ERIC Educational Resources Information Center

Skouge, James R.; Rao, Kavita; Boisvert, Precille C.

2007-01-01

Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are…

Social Validity: Perceptions of Check and Connect with Early Literacy Support

ERIC Educational Resources Information Center

Miltich Lyst, Aimee; Gabriel, Stacey; O'Shaughnessy, Tam E.; Meyers, Joel; Meyers, Barbara

2005-01-01

This article underscores the potential advantages of qualitative methods to illustrate the depth and complexity of social validity. This investigation evaluates the social validity of Check and Connect with Early Literacy Support (CCEL), through the perspectives of teachers and caregivers whose children participated in the intervention. Teachers…

Seven Research-Based Ways That Families Promote Early Literacy. Research-to-Practice Brief

ERIC Educational Resources Information Center

Caspe, Margaret; Lopez, M. Elena

2017-01-01

Positive early-literacy experiences--whether at home, in early-childhood programs, schools, or libraries--set children on a trajectory to become confident readers by the time they reach third grade, which is an important milestone on the pathway toward high school graduation. This review outlines seven practices that research shows families use to…

An Evaluation of Early Reading First (ERF) Preschool Enrichment on Language and Literacy Skills

ERIC Educational Resources Information Center

Gonzalez, Jorge E.; Goetz, Ernest T.; Hall, Robert J.; Payne, Tara; Taylor, Aaron B.; Kim, Minjung; McCormick, Anita S.

2011-01-01

Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged and language-minority preschool children through quality classroom processes, professional development, and instruction. More than any previous initiative, ERF specifies what early literacy instruction should look like in…

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey.

PubMed

Al Otaiba, Stephanie; Lewis, Sandra; Whalon, Kelly; Dyrlund, Alison; McKenzie, Amy

2009-03-01

Early home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a web-based survey of home literacy environments of young children with Down syndrome. Respondents ( n = 107) were mostly mothers; a majority were well-educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. Over 70% of respondents had 50 or more childrens' books and also had literacy materials including flashcards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10-30 minutes per day. Respondents reported that their children had reached many important early literacy milestones and they also described having relatively ambitious life-long literacy goals for their children. Important implications for research and practice are discussed.

Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update

ERIC Educational Resources Information Center

Lam, Elizabeth A.; McMaster, Kristen L.

2014-01-01

The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

ERIC Educational Resources Information Center

Poggio, Jennifer M.

2012-01-01

This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the…

Meeting the Basic Learning Needs of the Newly Literate: China's Post-literacy Education for the Early 21st Century

NASA Astrophysics Data System (ADS)

Guodong, Xie; Zhupeng, Zhang

2003-11-01

While China has achieved considerable success in its efforts to raise literacy levels, it has been faced with the relapse of many newly literate adults into illiteracy. The consolidation of literacy skills through post-literacy programs is therefore of key importance to the country. This study examines the reasons why adult literates relapse and discusses the problems and modalities of post-literacy education, concluding with recommendations for future post-literacy policy.

The Relationship between Housing and Children's Literacy Achievement: Implications for Supporting Vulnerable Children

ERIC Educational Resources Information Center

Pillay, Jace

2017-01-01

This article examines the relationship between housing, a critical aspect of socio-economic conditions, and literacy achievement of children from a school in a high density suburb in South Africa. Data was collected through a quantitative survey that was administered to learners (N = 160) from four Grade Five classes. The survey included five…

Effects of Explicit and Non-Explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction

ERIC Educational Resources Information Center

MacKay, Leslie D.; McIntosh, Kent

2012-01-01

Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…

Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

ERIC Educational Resources Information Center

Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

2008-01-01

There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

Understanding the Relationship between Inattention and Early Literacy Trajectories in Kindergarten

ERIC Educational Resources Information Center

Ogg, Julia; Volpe, Robert; Rogers, Maria

2016-01-01

The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming…

Auditory Processing in Noise: A Preschool Biomarker for Literacy.

PubMed

White-Schwoch, Travis; Woodruff Carr, Kali; Thompson, Elaine C; Anderson, Samira; Nicol, Trent; Bradlow, Ann R; Zecker, Steven G; Kraus, Nina

2015-07-01

Learning to read is a fundamental developmental milestone, and achieving reading competency has lifelong consequences. Although literacy development proceeds smoothly for many children, a subset struggle with this learning process, creating a need to identify reliable biomarkers of a child's future literacy that could facilitate early diagnosis and access to crucial early interventions. Neural markers of reading skills have been identified in school-aged children and adults; many pertain to the precision of information processing in noise, but it is unknown whether these markers are present in pre-reading children. Here, in a series of experiments in 112 children (ages 3-14 y), we show brain-behavior relationships between the integrity of the neural coding of speech in noise and phonology. We harness these findings into a predictive model of preliteracy, revealing that a 30-min neurophysiological assessment predicts performance on multiple pre-reading tests and, one year later, predicts preschoolers' performance across multiple domains of emergent literacy. This same neural coding model predicts literacy and diagnosis of a learning disability in school-aged children. These findings offer new insight into the biological constraints on preliteracy during early childhood, suggesting that neural processing of consonants in noise is fundamental for language and reading development. Pragmatically, these findings open doors to early identification of children at risk for language learning problems; this early identification may in turn facilitate access to early interventions that could prevent a life spent struggling to read.

Pasifika Students: Teachers and Parents Voice Their Perceptions of What Provides Supports and Barriers to Pasifika Students' Achievement in Literacy and Learning

ERIC Educational Resources Information Center

Fletcher, Jo; Parkhill, Faye; Fa'afoi, Amosa; Taleni, Leali'ie'e Tufulasi; O'Regan, Bridget

2009-01-01

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of…

Literacy Attitudes, Habits and Achievements of Future Teachers

ERIC Educational Resources Information Center

Benevides, Tina; Stagg Peterson, Shelley

2010-01-01

Pre-service teachers' reading habits and their literacy abilities affect their views toward teaching reading and writing and how they implement literacy instruction. This study explored the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Participating teacher…

Narrowing the Literacy Achievement Gap in Elementary Grades

ERIC Educational Resources Information Center

Dailey, Mary Callan

2014-01-01

This study addressed the gap in practice of instructional literacy, as evidenced by below-proficient literacy status by subgroups of regular education students in Grades 3-5 in an affluent suburban New Jersey public school district. The purpose of this qualitative grounded theory investigation, approached from an interpretive constructivist…

Oral language supports early literacy: a pilot cluster randomized trial in disadvantaged schools.

PubMed

Snow, Pamela C; Eadie, Patricia A; Connell, Judy; Dalheim, Brenda; McCusker, Hugh J; Munro, John K

2014-10-01

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy.

"La Historia de Mi Nombre": A Culturally Sustaining Early Literacy Practice

ERIC Educational Resources Information Center

Nash, Kindel; Panther, Leah; Arce-Boardman, Alicia

2018-01-01

This article features a culturally sustaining practice that many early literacy teachers can adapt and use: "la historia de mi nombre"/the story of my name. The practice is described in the context of a second-grade bi/multilingual class as the Latinx students are learning about their names through culturally authentic literature,…

Identifying Scalable Policy Solutions: A State-Wide Cross-CDlassified Analysis of Factors Related to Early Childhood Literacy

ERIC Educational Resources Information Center

Vagi, Robert L.; Collins, Clarin; Clark, Terri

2017-01-01

Given the critical role that literacy plays in children's academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally…

Identifying Preschool Children At-Risk of Later Reading Difficulties: Evaluation of two Emergent Literacy Screening Tools

PubMed Central

Wilson, Shauna B.; Lonigan, Christopher J.

2012-01-01

Emergent literacy skills are predictive of children’s early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to good emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that at optimal cut scores, GRTR-R provided more accurate classification of children’s overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills. PMID:19822699

A Socioeconomic Comparison of Emergent Literacy and Home Literacy in Australian Preschoolers

ERIC Educational Resources Information Center

Neumann, Michelle M.

2016-01-01

Family socioeconomic status (SES) and home literacy practices impact upon children's early literacy development. The present study explored where current emergent literacy and home literacy differences lie in Australian preschoolers aged three to five years from lower SES (n = 49) and higher SES (n = 52) homes. Children were assessed on letter…

The Little District that Could: Literacy Reform Leads to Higher Achievement in California District

ERIC Educational Resources Information Center

Kelly, Patricia R.; Budicin-Senters, Antoinette; King, L. McLean

2005-01-01

This article describes educational reform developed over a 10-year period in California's Lemon Grove School District, which resulted in a steady and remarkable upward shift in achievement for the students of this multicultural district just outside San Diego. Six elements of literacy reform emerged as the most significant factors affecting…

Investigating Analytic Tools for e-Book Design in Early Literacy Learning

ERIC Educational Resources Information Center

Roskos, Kathleen; Brueck, Jeremy; Widman, Sarah

2009-01-01

Toward the goal of better e-book design to support early literacy learning, this study investigates analytic tools for examining design qualities of e-books for young children. Three research-based analytic tools related to e-book design were applied to a mixed genre collection of 50 e-books from popular online sites. Tool performance varied…

A Research-to-Practice View of an Early Literacy PD Model

ERIC Educational Resources Information Center

Abbott, Mary

2011-01-01

The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff…

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey

PubMed Central

Al Otaiba, Stephanie; Lewis, Sandra; Whalon, Kelly; Dyrlund, Alison; McKenzie, Amy

2014-01-01

Early home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a web-based survey of home literacy environments of young children with Down syndrome. Respondents (n = 107) were mostly mothers; a majority were well-educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. Over 70% of respondents had 50 or more childrens' books and also had literacy materials including flashcards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10–30 minutes per day. Respondents reported that their children had reached many important early literacy milestones and they also described having relatively ambitious life-long literacy goals for their children. Important implications for research and practice are discussed. PMID:25249712

Watching, Creating and Achieving: Creative Technologies as a Conduit for Learning in the Early Years

ERIC Educational Resources Information Center

McDonald, Susan; Howell, Jennifer

2012-01-01

This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for…

Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-Based Survey

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Lewis, Sandra; Whalon, Kelly; Dyrlund, Allison; McKenzie, Amy R.

2009-01-01

Early home literacy experiences, including parent--child book reading, account for a significant amount of children's later reading achievement. Yet there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a Web-based…

Bridging the Gap: A Longitudinal Study of the Relationship between Pedagogical Continuity and Early Chinese Literacy Acquisition

ERIC Educational Resources Information Center

Li, Hui; Rao, Nirmala; Tse, Shek Kam

2011-01-01

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle-class families in each city. The 24…

An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.

ERIC Educational Resources Information Center

Jackson, Jane B.; Paratore, Jeanne R.; Chard, David J.; Garnick, Sheila

1999-01-01

A study examined the degree to which eight teachers would faithfully implement an early literacy intervention plan. Teachers implemented the intervention with a high degree of fidelity and benefited from the community approach to intervention for struggling readers. Most children made substantial gains in phonemic blending and segmenting…

Empirically Based Profiles of the Early Literacy Skills of Children with Language Impairment in Early Childhood Special Education

ERIC Educational Resources Information Center

Justice, Laura; Logan, Jessica; Kaderavek, Joan; Schmitt, Mary Beth; Tompkins, Virginia; Bartlett, Christopher

2015-01-01

The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested…

Achieving Adult Literacy in Florida. Florida Adult Literacy Plan Status Report. Fiscal Year 1995.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech. and Adult Education.

This report summarizes for fiscal year 1995 the adult education activities implemented throughout the state of Florida in response to and in support of the Florida Model Literacy Program Act of 1978 (Florida Adult Literacy Act). In addition, the report presents a summary of the activities initiated under Blueprint 2000, legislation that…

The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251

ERIC Educational Resources Information Center

Foorman, Barbara; Herrera, Sarah; Dombek, Jennifer; Schatschneider, Chris; Petscher, Yaacov

2017-01-01

Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…

Early Primary Literacy Instruction in Kenya

ERIC Educational Resources Information Center

Dubeck, Margaret M.; Jukes, Matthew C. H.; Okello, George

2012-01-01

We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote reading acquisition. We find (1) prioritization of…

Effects of Task Training on Kindergarten Students' Performance on Early Literacy Measures

ERIC Educational Resources Information Center

Mackiewicz, Sara Moore

2010-01-01

The use of early literacy screening measures helps determine which students are at risk for future reading difficulties. However, there has been some recent concern related to the classification validity of screening measures (Hintze, Ryan, & Stoner, 2003; Nelson, 2008). Low classification validity results in the identification of a large number…

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households

ERIC Educational Resources Information Center

Mendive, Susana; Lissi, María Rosa; Bakeman, Roger; Reyes, Adriana

2017-01-01

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers' self-reported practices about literacy development predict early literacy outcomes over and…

The Use of Literacy Materials in Early Childhood English Language and Literacy Programmes in Singapore: Local Responses to Global Trends

ERIC Educational Resources Information Center

Tang, Alice

2015-01-01

This paper explores local responses by Singapore pre-school teachers to the global trend towards English as the medium of instruction at the early childhood level of education. The paper reports research into how teachers have responded to the national literacy agenda, as outlined in the Curriculum Framework for Kindergartens in Singapore, using…

Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

ERIC Educational Resources Information Center

Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony

2016-01-01

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a…

Literacy and Starting School: Views of Parents and Early Childhood Staff and Issues for Transition.

ERIC Educational Resources Information Center

Makin, Laurie

A recent study of literacy practices in early childhood services prior to school entry (Makin, Hayden, Holland, Arthur, Beecher, Jones Diaz & McNaught, 1999) revealed that, for both parents and early childhood staff, school entry often looms as a threat to children's confidence and self-esteem rather than as an opportunity for individual…

What Works for Early Language and Literacy Development: Lessons from Experimental Evaluations of Programs and Intervention Strategies. Fact Sheet. Publication #2011-18

ERIC Educational Resources Information Center

Chrisler, Alison; Ling, Thomson

2011-01-01

Given the importance of the early childhood period as a time when the foundation is laid for later language and literacy, it is important to determine what activities and experiences lead to positive language and literacy outcomes in early childhood. This Fact Sheet reviews fifteen experimentally-evaluated programs and intervention strategies that…

The Early Literacy at Preschool Education: The Book or The E-Book?

ERIC Educational Resources Information Center

Yalçintas Sezgin, Elif; Ulus, Leyla

2017-01-01

Educational technology is commonly used. The use of technology at preschool education has an important role with a lot of effective methods so that children can learn. Preschool teachers use the technology to support children's development. Early literacy skills have gained more importance especially in the recent years. As a result, the use of…

Let's Read Together: Tools for Early Literacy Development for All Young Children

ERIC Educational Resources Information Center

Bruns, Deborah A.; Pierce, Corey D.

2007-01-01

Early literacy development is the gateway to reading and future academic success. Learning about sound-letter correspondence and basic decoding strategies are but two fundamental skills that have been found to support this later success. In addition, an emphasis on environmental print (e.g., McDonald's, Wal-Mart, Shell) and functional print (e.g.,…

The Development of Early Literacy in Steiner- and Standard-Educated Children

ERIC Educational Resources Information Center

Cunningham, Anna J.; Carroll, Julia M.

2011-01-01

Background: There is evidence that children who are taught to read later in childhood (age 6-7) make faster progress in early literacy than those who are taught at a younger age (4-5 years), as is current practice in the UK. Aims: Steiner-educated children begin learning how to read at age 7, and have better reading-related skills at the onset of…

Early visual language exposure and emergent literacy in preschool deaf children: findings from a national longitudinal study.

PubMed

Allen, Thomas E; Letteri, Amy; Choi, Song Hoa; Dang, Daqian

2014-01-01

Brief review is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of literacy. Four analyses of data from the Visual Language and Visual Learning (VL2) Early Education Longitudinal Study are summarized. Each confirms findings from previously published laboratory findings and points to the positive effects of early sign language on, respectively, letter knowledge, social adaptability, sustained visual attention, and cognitive-behavioral milestones necessary for academic success. The article concludes with a consideration of the qualitative similarity hypothesis and a finding that the hypothesis is valid, but only if it can be presented as being modality independent.

Early Childhood Language Arts: Meeting Diverse Literacy Needs through Collaboration with Families and Professionals. Second Edition.

ERIC Educational Resources Information Center

Jalongo, Mary Renck

Synthesizing information on language arts gleaned from research on emergent literacy, early childhood education, and special education, this book underscores what is being emphasized in early childhood teacher accreditation programs--responding to the increasingly diverse needs of young language learners in inclusive settings, working with parents…

The Impact of Village-Based Kindergarten on Early Literacy, Numeracy, and School Attendance in Solomon Islands

ERIC Educational Resources Information Center

Lee-Hammond, Libby; McConney, Andrew

2017-01-01

This research, a collaboration of an international aid organisation, an institute of higher education, and an external evaluation consultant, assesses the early literacy, numeracy, and school attendance outcomes resulting from an early childhood development programme undertaken in several villages in the province of Makira, Solomon Islands. The…

An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children

ERIC Educational Resources Information Center

Moses, Annie M.; Golos, Debbie B.; Bennett, Colleen M.

2015-01-01

Early childhood educators need access to research-based practices and materials to help all children learn to read. Some theorists have suggested that individuals learn to read through "dual coding" (i.e., a verbal code and a nonverbal code) and may benefit from more than one route to literacy (e.g., dual coding theory). Although deaf…

A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Ahn, Soyeon

2010-01-01

This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall,…

Animal Crackers, Milk, and a Good Book: Creating a Successful Early Childhood Literacy Program.

ERIC Educational Resources Information Center

Oakes, Susan; Virbick, Diane E.

2001-01-01

Describes an early childhood literacy program called Begin with Books and provides ideas for starting up, finding, and administering similar programs in public libraries. Topics include corporate sponsors; staffing; partnering with community organizations; training; scheduling; and budget information. (LRW)

Weak English Language Literacy and Early School Leaving in a Maltese Context

ERIC Educational Resources Information Center

Martinelli, Victor

2016-01-01

This study considers the issue of weak literacy development and early school leaving in Malta. In spite of a lack of a direct or indirect causal link between the two, in the case of Malta these issues seem to be almost exclusively specific to children attending the State school. Children from the Church and the Independent sectors are minimally…

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

PubMed

Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee; McDonald Connor, Carol

2015-10-01

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Role of Early-Life Educational Quality and Literacy in Explaining Racial Disparities in Cognition in Late Life

PubMed Central

Gross, Alden L.; Shih, Regina A.; Sachs, Bonnie C.; Glymour, M. Maria; Bangen, Katherine J.; Benitez, Andreana; Skinner, Jeannine; Schneider, Brooke C.; Manly, Jennifer J.

2015-01-01

Objectives. Racial disparities in late-life cognition persist even after accounting for educational attainment. We examined whether early-life educational quality and literacy in later life help explain these disparities. Method. We used longitudinal data from the Washington Heights-Inwood Columbia Aging Project (WHICAP). Educational quality (percent white students; urban/rural school; combined grades in classroom) was operationalized using canonical correlation analysis. Late-life literacy (reading comprehension and ability, writing) was operationalized using confirmatory factor analysis. We examined whether these factors attenuated race-related differences in late-life cognition. Results. The sample consisted of 1,679U.S.-born, non-Hispanic, community-living adults aged 65–102 (71% black, 29% white; 70% women). Accounting for educational quality and literacy reduced disparities by 29% for general cognitive functioning, 26% for memory, and 32% for executive functioning but did not predict differences in rate of cognitive change. Discussion. Early-life educational quality and literacy in late life explain a substantial portion of race-related disparities in late-life cognitive function. PMID:24584038

Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices

ERIC Educational Resources Information Center

Armstrong, Kathleen; Cusumano, Dale Lynn; Todd, Melissa; Cohen, Rachel

2008-01-01

While it is clear that reading is critical to children's success throughout schooling and reading instruction research has dramatically increased over the past 2 decades, few early childhood providers have the necessary knowledge, skills and/or confidence to effectively implement evidence-based, emergent literacy strategies in their settings. This…

Family Literacy Environment and Early Literacy Development

ERIC Educational Resources Information Center

Kirby, John R.; Hogan, Brenda

2008-01-01

A battery of reading-related and reading measures was used to select samples of good (N = 30) and poor readers (N = 19) in Grade 1. Parents of these children completed a questionnaire about current and preschool home literacy practices and socio-economic status (SES). The 2 groups were compared with t tests and in a discriminant analysis. The t…

Shaping Literacy Achievement: Research We Have, Research We Need

ERIC Educational Resources Information Center

Pressley, Michael, Ed.; Billman, Alison K., Ed.; Perry, Kristen H., Ed.; Reffitt, Kelly E., Ed.; Reynolds, Julia Moorhead, Ed.

2007-01-01

In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions.…

Prolepsis, Syncretism, and Synergy in Early Language and Literacy Practices: A Case Study of Family Language Policy in Singapore

ERIC Educational Resources Information Center

Ren, Li; Hu, Guangwei

2013-01-01

This article reports a case study of two Chinese-English bilingual families in Singapore and illustrates the importance of incorporating two hitherto disconnected fields of research--family language policy and family literacy practices--to an understanding of early language and literacy acquisition in the familial milieu. Specifically, this work…

A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning

ERIC Educational Resources Information Center

Steiner, Lilly M.

2014-01-01

This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases…

Vietnamese Textual Methodologies: A Comparison of Australian with Swedish and New Zealand Early Childhood Visual Literacy Contexts

ERIC Educational Resources Information Center

Gilmore, Gwen; Truong, Thi My Dung; Reilly, Michelle

2016-01-01

For preservice teachers in early childhood education, having a rich exposure to multiple forms of literacy in diverse communities is an essential dimension of their teacher education. In this study, 10 Australian preservice early childhood education students, in the first year of their course, visit two early childhood settings in a large city in…

Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction

ERIC Educational Resources Information Center

Venn, Elizabeth Claire; Jahn, Monica Dacy

2004-01-01

Students will benefit from this unique preschool framework that integrates individually appropriate practices, literacy activities, play, and explicit instruction into content area lessons. Included are chapters on Oral language development; Phonological awareness; Early reading and writing; Print concepts; Instruction in content areas; and…

Promoting Early Literacy via Practicing Invented Spelling: A Comparison of Different Mediation Routines

ERIC Educational Resources Information Center

Levin, Iris; Aram, Dorit

2013-01-01

The present study compared the effects of different mediation routines provided to kindergartners from families of low socioeconomic status on the students' invented spelling attempts and on their gains obtained on spelling and other early literacy skills (letter naming, sounds of letters, word segmentation, and word decoding). The effects of the…

Shifting Pedagogies through Distributed Leadership: Mentoring Chilean Early Childhood Educators in Literacy Teaching

ERIC Educational Resources Information Center

Singh, Michael; Han, Jinghe; Woodrow, Christine

2012-01-01

The potential of a sociocultural approach for empowering early childhood educators cannot be presumed, and its impact on leadership strategies and literacy teaching may be open to question. This paper reports on research into a professional learning program, the "Programa Futuro Infantil Hoy", developed and implemented by a team of…

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1999.

ERIC Educational Resources Information Center

Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1999

1999-01-01

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this fourth volume are: "The Development of Literate Potential in Literature-Based and…

Early literacy experiences constrain L1 and L2 reading procedures

PubMed Central

Bhide, Adeetee

2015-01-01

Computational models of reading posit that there are two pathways to word recognition, using sublexical phonology or morphological/orthographic information. They further theorize that everyone uses both pathways to some extent, but the division of labor between the pathways can vary. This review argues that the first language one was taught to read, and the instructional method by which one was taught, can have profound and long-lasting effects on how one reads, not only in one’s first language, but also in one’s second language. Readers who first learn a transparent orthography rely more heavily on the sublexical phonology pathway, and this seems relatively impervious to instruction. Readers who first learn a more opaque orthography rely more on morphological/orthographic information, but the degree to which they do so can be modulated by instructional method. Finally, readers who first learned to read a highly opaque morphosyllabic orthography use less sublexical phonology while reading in their second language than do other second language learners and this effect may be heightened if they were not also exposed to an orthography that codes for phonological units during early literacy acquisition. These effects of early literacy experiences on reading procedure are persistent despite increases in reading ability. PMID:26483714

Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda

ERIC Educational Resources Information Center

Lucas, Adrienne M.; McEwan, Patrick J.; Ngware, Moses; Oketch, Moses

2014-01-01

Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments.…

Interactive Whole Language E-Story for Early Literacy Development in Ethnic Minority Children

ERIC Educational Resources Information Center

Phadung, Muneeroh; Suksakulchai, Surachai; Kaewprapan, Wacheerapan

2016-01-01

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…

Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf.

PubMed

Easterbrooks, Susan R; Lederberg, Amy R; Connor, Carol M

2010-01-01

Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.

Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners

ERIC Educational Resources Information Center

Gutierrez, Kris D.; Zepeda, Marlene; Castro, Dina C.

2010-01-01

The authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners (DLLs).They examine the relevance of the report for DLLs, particularly the practice in this and other national synthesis reports of extrapolating implications for the education of young…

Early Literacy and Assessment for Learning (K-3) Series: Little Book Insert: Little Honu's Journey

ERIC Educational Resources Information Center

Noto, Lee

2005-01-01

This illustrated children's story accompanies "Exploring Comprehension through Retelling: A Teacher's Story", part of the Early Literacy and Assessment for Learning (K-3) Series (ED490189). It describes a baby turtle's adventures on his journey to the ocean.

The role of early-life educational quality and literacy in explaining racial disparities in cognition in late life.

PubMed

Sisco, Shannon; Gross, Alden L; Shih, Regina A; Sachs, Bonnie C; Glymour, M Maria; Bangen, Katherine J; Benitez, Andreana; Skinner, Jeannine; Schneider, Brooke C; Manly, Jennifer J

2015-07-01

Racial disparities in late-life cognition persist even after accounting for educational attainment. We examined whether early-life educational quality and literacy in later life help explain these disparities. We used longitudinal data from the Washington Heights-Inwood Columbia Aging Project (WHICAP). Educational quality (percent white students; urban/rural school; combined grades in classroom) was operationalized using canonical correlation analysis. Late-life literacy (reading comprehension and ability, writing) was operationalized using confirmatory factor analysis. We examined whether these factors attenuated race-related differences in late-life cognition. The sample consisted of 1,679 U.S.-born, non-Hispanic, community-living adults aged 65-102 (71% black, 29% white; 70% women). Accounting for educational quality and literacy reduced disparities by 29% for general cognitive functioning, 26% for memory, and 32% for executive functioning but did not predict differences in rate of cognitive change. Early-life educational quality and literacy in late life explain a substantial portion of race-related disparities in late-life cognitive function. © The Author 2014. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

PubMed

Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills

PubMed Central

Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M.

2016-01-01

There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. PMID:27854463

Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course

ERIC Educational Resources Information Center

Sommer, Max; Ritzhaupt, Albert D.

2018-01-01

Aim/Purpose: The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background: The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology: This study employed a…

The home literacy environment and Latino head start children's emergent literacy skills.

PubMed

Farver, Jo Ann M; Xu, Yiyuan; Lonigan, Christopher J; Eppe, Stefanie

2013-04-01

This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about their families and their home literacy environment (HLE), and children's emergent literacy skills were measured in English and Spanish at the outset of the preschool year. Project assistants interviewed mothers in their homes and tallied the presence of literacy-related materials. Results of structural equation modeling showed that the 3 preliteracy skills were significantly associated within and across English and Spanish, suggesting the possible transfer of these early preliteracy skills across languages. For the English language HLE, parents' literacy-related behaviors, sibling-child reading, and families' literacy resources were all associated with children's English oral language skills, and their English print knowledge was associated with their home resources. For the Spanish language HLE, only parents' literacy-related behaviors were related to children's Spanish oral language and print knowledge skills. There were no significant cross-linguistic relations between any aspect of the English HLE and children's Spanish preliteracy skills, whereas parents' literacy-related behaviors in Spanish were negatively associated with children's English oral language and phonological awareness skills. Given the importance of oral language and vocabulary in promoting children's literacy, these results indicate that parents can support this skill in both languages, but their relative impact seems to be within rather across language. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts.

PubMed

Pearce, Anna; Sawyer, Alyssa C P; Chittleborough, Catherine R; Mittinty, Murthy N; Law, Catherine; Lynch, John W

2016-09-01

Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and "non-cognitive" attributes (such as self-regulation) are the focus of many early years' interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: 'low' maths and literacy scores (based on bottom quintile) at age 7-9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the 'direct effect' of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the 'indirect effects' of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was 'direct' and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17-1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06-1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01-1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty

Integrating Technology in Early Literacy: A Snapshot of Community Innovation in Family Engagement

ERIC Educational Resources Information Center

Cook, Shayna

2016-01-01

As a growing number of young children across the country are using media and interactive technology on a daily basis, the conversation has shifted from whether technology is appropriate to use at all to how it should be used to best support children's early language and literacy development. A new brief released today, Integrating Technology in…

Professional Learning across Contexts for LESLLA Teachers: The Unlikely Meeting of Adult Educators in Kindergarten to Explore Early Literacy Instruction

ERIC Educational Resources Information Center

Vinogradov, Patricia Egan

2013-01-01

In this case study of adult English as a Second Language (ESL) educators, the researcher facilitated a six-week professional development activity around the topic of early literacy instruction. The four participants in the study circle were all LESLLA (low-educated second language and literacy acquisition) teachers whose students are adult…

TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

ERIC Educational Resources Information Center

Voogt, Joke; McKenney, Susan

2017-01-01

This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

The Association of Latino Children's Kindergarten School Readiness Profiles with Grade 2-5 Literacy Achievement Trajectories

ERIC Educational Resources Information Center

Quirk, Matthew; Grimm, Ryan; Furlong, Michael J.; Nylund-Gibson, Karen; Swami, Sruthi

2016-01-01

This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children's (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2-5,…

Associations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement in Portugal

ERIC Educational Resources Information Center

Cadima, Joana; Gamelas, Ana M.; McClelland, Megan; Peixoto, Carla

2015-01-01

Research Findings: This study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of…

Effortful Control and Academic Achievement in Rural China

ERIC Educational Resources Information Center

Zhang, Li; Rao, Nirmala

2017-01-01

Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of…

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

ERIC Educational Resources Information Center

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank

2017-01-01

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

Promoting Effective Early Learning: What Every Policymaker and Educator Should Know

ERIC Educational Resources Information Center

Klein, Lisa; Knitzer, Jane

2007-01-01

Language and literacy skills are critical to success in school. For low-income preschoolers, increasing early literacy and math skills is vital to closing the achievement gap between them and their more advantaged peers. New research shows that an intentional curriculum and professional development and supports for teachers are important…

Impacts of Parent-Implemented Early-Literacy Intervention for Spanish-Speaking Children with Language Impairment

ERIC Educational Resources Information Center

Pratt, Amy S.; Justice, Laura M.; Perez, Ashanty; Duran, Lillian K.

2015-01-01

Background: Children with language impairment (LI) often have lags in development of print knowledge, an important early-literacy skill. This study explores impacts of a print-focused intervention for Spanish-speaking children with LI in Southeastern Mexico. Aims: Aims were twofold. First, we sought to describe the print knowledge (print-concept…

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

PubMed Central

McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E.

2014-01-01

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. PMID:25071619

Latina Mothers' School Preparation Activities and Their Relation to Children's Literacy Skills

ERIC Educational Resources Information Center

Durand, Tina M.

2010-01-01

Few studies have examined the link between children's early school achievement and parents' at-home practices exclusively among Latino groups. This study examined the relation between Latina mothers' reported at-home practices regarding school preparation and their children's literacy skills. Participants included 56 kindergarten children and…

The Effects of Integrated Literacy Interventions on Middle School Achievement

ERIC Educational Resources Information Center

Glass, Jamie; Carney, Eve; Fisher, Alexandria

2017-01-01

While districts and schools continue to place more emphasis on personalized instruction and tiers of literacy interventions, more students are continuing to reach middle school without the ability to read on grade level. Much of the emphasis on the attainment of literacy skills occurs in the elementary grades. As a result, middle grades' literacy…

The Influence of Reading Literacy on Mathematics and Science Achievement

ERIC Educational Resources Information Center

Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

2016-01-01

The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

Developing the Understanding of the Role of Interpersonal Interaction in Early Literacy Development: A Case Study of a Thai Public Preschool

ERIC Educational Resources Information Center

Klibthong, Sunanta

2012-01-01

This study focuses on the role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82…

The Relationship between Biblical Literacy, Academic Achievement, and School Behavior among Christian- and Public-School Students

ERIC Educational Resources Information Center

Jeynes, William H.

2009-01-01

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an…

Family Support for Early Literacy and Numeracy: Examining Events in the Home and Community

ERIC Educational Resources Information Center

Kennedy, Anne

2010-01-01

Early childhood educators often make assumptions about the nature of families' understandings and what they do at home to support their young children's literacy and numeracy development and learning. Sometimes educator's have a limited understanding of children's every day experiences at home or in their community and the potential for these to…

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.

PubMed

Piasta, Shayne B; Wagner, Richard K

2010-01-01

Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed.

Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Program Reform.

ERIC Educational Resources Information Center

Meier, Daniel R.; Britsch, Susan J.

Preschool can be an opportunity to emphasize literacy teaching and learning and to develop the role of "literacy as community," rather than being only kindergarten preparation. The results of two studies view children's literacy development as a dynamic, developmental process involving language, thought, and social interaction. In…

Student’s STEM Literacy in Biotechnology Learning at Junior High School

NASA Astrophysics Data System (ADS)

Nurlaely, N.; Permanasari, A.; Riandi, R.

2017-09-01

A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

A multivariate twin study of early literacy in Japanese Kana

PubMed Central

Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko

2013-01-01

This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, kana letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children. PMID:23997545

Literacy Workshops: School Social Workers Enhancing Educational Connections between Educators, Early Childhood Students, and Families

ERIC Educational Resources Information Center

Hunter, William C.; Elswick, Susan E.; Perkins, J. Helen; Heroux, JoDell R.; Harte, Helene

2017-01-01

Parents and family members play an essential role in the literacy development of their children. Research indicates that children with disabilities enrolled in early childhood programs are likely to experience marginalization in terms of receiving educational services. This research emphasizes the importance of exposing students with disabilities…

Teachers' Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers' Perceptions of Literacy Acquisition

ERIC Educational Resources Information Center

Giles, Rebecca M.; Tunks, Karyn

2015-01-01

Teachers' assumptions about teaching and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an attempt to gain a picture of current instructional practices. Prekindergarten through second grade teachers…

Early Visual Language Exposure and Emergent Literacy in Preschool Deaf Children: Findings from a National Longitudinal Study

ERIC Educational Resources Information Center

Allen, Thomas E.; Letteri, Amy; Choi, Song Hoa; Dang, Daqian

2014-01-01

A brief review is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of…

The use and application of assistive technology to promote literacy in early childhood: a systematic review.

PubMed

Burne, Brian; Knafelc, Valerie; Melonis, Maureen; Heyn, Patricia C

2011-01-01

The Individuals with Disabilities Act was implemented in 1975 to assure that all children aged 0-21 years old have access and the right to an equal education. However, young children with disabilities continue to need additional support to meet the reading readiness standards as outlined in The No Child Left Behind legislation (2004). Although all children benefit from readiness skills, it is essential for children with special needs. With the technology boom of the past decade, assistive technology (AT) has been used increasingly to enhance emerging literacy skills. In order to identify current trends in the use of AT as a means to enhance emergent literacy skills in young children with disabilities, a systematic review of the literature was undertaken. The findings from this review support the scarcity of empirical research demonstrating the benefit of AT to promote emergent literacy with young children with disabilities. We also found a need for evidence supporting education approaches for the proper use of AT in early childhood literacy as well as little family knowledge regarding the implementation and instructional use of AT.

Maternal Involvement in the Home Literacy Environment: Supporting Literacy Skills in Children with Cochlear Implants

ERIC Educational Resources Information Center

DesJardin, Jean L.; Ambrose, Sophie E.; Eisenberg, Laurie S.

2011-01-01

This study examines the home literacy environment in a group of mothers and their early-school-age children with cochlear implants (N = 16). The goals of this investigation are to (a) describe the characteristics of the home literacy environment and (b) study the relationships between home literacy factors and children's reading skills. Mothers…

The Effect of Using Activities Improving Scientific Literacy on Students' Achievement in Science and Technology Lesson

ERIC Educational Resources Information Center

Gucluer, Efe; Kesercioglu, Teoman

2012-01-01

The aim of this study is examining the effect of the using scientific literacy development activities on students' achievement. The study was carried out in a primary school in Buca Izmir for 2010-2011 academic years. System of our body was chosen as a study topic in our search which took 6 weeks. Pre-post test semi experimental control model was…

The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

ERIC Educational Resources Information Center

Magen-Nagar, Noga

2016-01-01

The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

"From Bricks to Clicks": Hybrid Commercial Spaces in the Landscape of Early Literacy and Learning

ERIC Educational Resources Information Center

Nixon, Helen

2011-01-01

In their quest for resources to support children's early literacy learning and development, parents encounter and traverse different spaces in which discourses and artifacts are produced and circulated. This paper uses conceptual tools from the field of geosemiotics to examine some commercial spaces designed for parents and children that…

A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

ERIC Educational Resources Information Center

Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

2012-01-01

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…

E-Books in the Early Literacy Environment: Is There Added Value for Vocabulary Development?

ERIC Educational Resources Information Center

Roskos, Kathleen A.; Sullivan, Shannon; Simpson, Danielle; Zuzolo, Nicole

2016-01-01

Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children's opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15…

The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills

ERIC Educational Resources Information Center

Farver, Jo Ann M.; Xu, Yiyuan; Lonigan, Christopher J.; Eppe, Stefanie

2013-01-01

This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about…

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

PubMed Central

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2014-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. PMID:24899769

The Effect of Dialogic Reading on Early Literacy Outcomes for Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Pamparo, Veronica

2012-01-01

The incorporation of dialogic reading techniques in adult-child book reading has been effective in improving early literacy skills in children with language delays and those from at-risk populations. There is, however, limited research that examines the potential utility of dialogic reading strategies for children with disabilities such as Autism…

Real-World Literacy Activity in Pre-School

ERIC Educational Resources Information Center

Anderson, Jim; Purcell-Gates, Victoria; Lenters, Kimberly; McTavish, Marianne

2012-01-01

In this article, we share real-world literacy activities that we designed and implemented in two early literacy classes for preschoolers from two inner-city neighbourhoods that were part of an intergenerational family literacy program, Literacy for Life (LFL). The program was informed by research that shows that young children in high literate…

The Role of Memory in Early Literacy Acquisition.

ERIC Educational Resources Information Center

Stone, Sandra J.

Emerging literacy is a developmental process which is closely tied to the child's developing cognitive processes. The interaction of memory and emerging literacy can be discussed in the context of Marie Clay's Reading Recovery model. Memory types, encoding and retrieval, strategy use, and executive control/expectancies are components of cognitive…

Socioeconomic Status, Parent Report of Children's Early Language Skills, and Late Literacy Skills: A Long Term Follow-Up Study among Chinese Children

ERIC Educational Resources Information Center

Pan, Jinger; Kong, Yan; Song, Shuang; McBride, Catherine; Liu, Hongyun; Shu, Hua

2017-01-01

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…

Extended--and Extending--Literacies

ERIC Educational Resources Information Center

Moje, Elizabeth Birr; Ellison, Tisha Lewis

2016-01-01

We examine the impact of "Becoming a Nation of Readers: The Report of the Commission on Reading" ("BNR") (Anderson, Hiebert, Scott, & Wilkinson, 1985) with the idea of extending literacy learning beyond the early grades, describing present-day conceptions of secondary-school literacy learning, and calling to "further…

Identifying Predictors of Achievement in the Newly Defined Information Literacy: A Neural Network Analysis

ERIC Educational Resources Information Center

Sexton, Randall; Hignite, Michael; Margavio, Thomas M.; Margavio, Geanie W.

2009-01-01

Information Literacy is a concept that evolved as a result of efforts to move technology-based instructional and research efforts beyond the concepts previously associated with "computer literacy." While computer literacy was largely a topic devoted to knowledge of hardware and software, information literacy is concerned with students' abilities…

The Whys and Wherefores of Information Literacy.

ERIC Educational Resources Information Center

Winkler, Stanley

2001-01-01

Discusses information literacy and its importance for the workplace. Topics include literacy for economic and social upward mobility; the use of computers to help achieve information literacy; adult information literacy; the roles of professional associations, government agencies, teachers, and print media; information overload; information…

Home literacy experiences and early childhood disability: a descriptive study using the National Household Education Surveys (NHES) program database.

PubMed

Breit-Smith, Allison; Cabell, Sonia Q; Justice, Laura M

2010-01-01

The present article illustrates how the National Household Education Surveys (NHES; U.S. Department of Education, 2009) database might be used to address questions of relevance to researchers who are concerned with literacy development among young children. Following a general description of the NHES database, a study is provided that examines the extent to which parent-reported home literacy activities and child emergent literacy skills differ for children with (a) developmental disabilities versus those who are developing typically, (b) single disability versus multiple disabilities, and (c) speech-language disability only versus other types of disabilities. Four hundred and seventy-eight preschool-age children with disabilities and a typically developing matched sample (based on parent report) were identified in the 2005 administration of the Early Childhood Program Participation (ECPP) Survey in the NHES database. Parent responses to survey items were then compared between groups. After controlling for age and socioeconomic status, no significant differences were found in the frequency of home literacy activities for children with and without disabilities. Parents reported higher levels of emergent literacy skills for typically developing children relative to children with disabilities. These findings suggest the importance of considering the home literacy experiences and emergent literacy skills of young children with disabilities when making clinical recommendations.

Hope for the Future and Literacy Achievement in a Sample of Impoverished South African Primary School Children

ERIC Educational Resources Information Center

Pillay, Jace

2018-01-01

This article reports on a study that investigated the problem of hope for the future and literacy achievement in a sample of impoverished South African primary school children. Data was collected through a quantitative survey that was administered to 160 learners from four classes of grades 5 to 7 at a school in Soweto township, Johannesburg,…

Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy

ERIC Educational Resources Information Center

Kirk, Stacie M.; Kirk, Erik P.

2016-01-01

Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA…

Identifying Key Early Literacy and School Readiness Issues: Exploring a Strategy for Assessing Community Needs

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.

2006-01-01

Much effort has been expended in developing intervention programs to help improve the early literacy and school readiness skills of young children. This article presents the results of a needs assessment project aimed at identifying priorities for community intervention programs aimed at ensuring that young children enter school ready to learn. A…

Pilot Study Evaluating the Impact of Dialogic Reading and Shared Reading at Transition to Primary School: Early Literacy Skills and Parental Attitudes

ERIC Educational Resources Information Center

Pillinger, Claire; Wood, Clare

2014-01-01

Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4-year-old children's early literacy skills and parental attitudes to reading…

Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

ERIC Educational Resources Information Center

Toussaint, Karen A.; Tiger, Jeffrey H.

2010-01-01

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course

ERIC Educational Resources Information Center

Langub, Lee Woodham; Lokey-Vega, Anissa

2017-01-01

Digital literacy is an important aspect to consider within teacher education as a way to address twenty-first century learner needs, particularly in early childhood contexts where developmental concerns should be paramount in making instructional design decisions. This article is a design case of a graduate level early childhood education…

Development and Validation of Scientific Literacy Achievement Test to Assess Senior Secondary School Students' Literacy Acquisition in Physics

ERIC Educational Resources Information Center

Adeleke, A. A.; Joshua, E. O.

2015-01-01

Physics literacy plays a crucial part in global technological development as several aspects of science and technology apply concepts and principles of physics in their operations. However, the acquisition of scientific literacy in physics in our society today is not encouraging enough to the desirable standard. Therefore, this study focuses on…

Gender, academic achievement, and ownership of ATM as predictors of accounting students’ financial literacy

NASA Astrophysics Data System (ADS)

Susanti; Hardini, H. T.

2018-01-01

This study examined the relationships between GPA, gender, and ownership of ATM on accounting students’ financial literacy (n = 184). Financial literacy was assessed using a paper-and-pencil objective (multiple choice) test measuring general knowledge of finance, income, money management savings, loans, and investment. Gender and GPA data were obtained from the university records. Regression analysis found that GPA and ownership of ATM were associated with financial literacy, but gender was not. Female students with an ownership of ATM and those with a high GPA were found to be superior to males. The implication of this research is that students are expected to increase their GPA and utilize financial facilities in the form of ownership ATM and other financial instruments so as to increase financial literacy. In addition, the need for financial literacy training from related parties to improve financial literacy for students who have low financial literacy.

Literacy Coaching: Engaging and Learning with Teachers

ERIC Educational Resources Information Center

Dozier, Cheryl L.

2008-01-01

Literacy coaching, a unique and generative opportunity to engage with and learn from teachers, is currently viewed as a powerful intervention to increase student literacy achievement. This article focuses on eight principles for responsive literacy coaching. To build trusting relationships, coaches engage with teachers in literacy events, confirm…

The Intersection of Information and Science Literacy

ERIC Educational Resources Information Center

Klucevsek, Kristin

2017-01-01

To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of…

Focus for Impact: The PacifiCorp Foundation for Learning's Early Childhood Literacy Initiative. Principles for Effective Education Grantmaking. Case Study Number 5

ERIC Educational Resources Information Center

King, Caroline

2006-01-01

The PacifiCorp Foundation for Learning was at a turning point in August 2006. It had been five years since the corporate foundation had shifted its focus from general-purpose grantmaking to supporting individual and community learning, and its flagship Early Childhood Literacy Initiative--launched in 2003 to raise literacy rates in the communities…

Playing Their Way into Literacies: Reading, Writing, and Belonging in the Early Childhood Classroom. Language & Literacy Series

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2011-01-01

Karen Wohlwend provides a new framework for rethinking the boundaries between literacy and play, so that play itself is viewed as a literacy practice along with reading, writing, and design. Through a variety of theoretical lenses, the author presents a portrait of literacy play that connects three play groups: the girls and, importantly, boys,…

Early Numeracy: Technical Adequacy of Select Kindergarten and First Grade Screening Measures

ERIC Educational Resources Information Center

Feldmann, Gregory Michael

2012-01-01

Because of a greater need to focus on early achievement in mathematics and increased global competition in this area, emphasis is increasingly being placed upon screening and monitoring of math development in early elementary to ensure progress for all students. Although protocols for early literacy assessment exist, research of psychometrically…

Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numeracy model.

PubMed

Skwarchuk, Sheri-Lynn; Sowinski, Carla; LeFevre, Jo-Anne

2014-05-01

The purpose of this study was to propose and test a model of children's home numeracy experience based on Sénéchal and LeFevre's home literacy model (Child Development, 73 (2002) 445-460). Parents of 183 children starting kindergarten in the fall (median child age=58 months) completed an early home learning experiences questionnaire. Most of the children whose parents completed the questionnaire were recruited for numeracy and literacy testing 1 year later (along with 32 children from the inner city). Confirmatory factor analyses were used to reduce survey items, and hierarchical regression analyses were used to predict the relation among parents' attitudes, academic expectations for their children, reports of formal and informal numeracy, and literacy home practices on children's test scores. Parental reports of formal home numeracy practices (e.g., practicing simple sums) predicted children's symbolic number system knowledge, whereas reports of informal exposure to games with numerical content (measured indirectly through parents' knowledge of children's games) predicted children's non-symbolic arithmetic, as did numeracy attitudes (e.g., parents' enjoyment of numeracy). The home literacy results replicated past findings; parental reports of formal literacy practices (e.g., helping their children to read words) predicted children's word reading, whereas reports of informal experiences (i.e., frequency of shared reading measured indirectly through parents' storybook knowledge) predicted children's vocabulary. These findings support a multifaceted model of children's early numeracy environment, with different types of early home experiences (formal and informal) predicting different numeracy outcomes. Copyright © 2013 Elsevier Inc. All rights reserved.

Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

ERIC Educational Resources Information Center

Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Mauck, Susan A.; Weber-Mayrer, Melissa; Schachter, Rachel E.; Farley, Kristin S.; Spear, Caitlin F.

2017-01-01

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n…

Accelerating Preschoolers' Early Literacy Development through Classroom-Based Teacher-Child Storybook Reading and Explicit Print Referencing

ERIC Educational Resources Information Center

Justice, Laura M.; Kaderavek, Joan N.; Fan, Xitao; Sofka, Amy; Hunt, Aileen

2009-01-01

Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. Method: This randomized, controlled trial examined the…

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

ERIC Educational Resources Information Center

Marks, Jamar Terry

2017-01-01

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

Staying with the Text: The Contribution of Gender, Achievement Orientations, and Interest to Students' Performance on a Literacy Task

ERIC Educational Resources Information Center

Graham, Jedda; Tisher, Ruth; Ainley, Mary; Kennedy, Gregor

2008-01-01

This study addresses concerns about boys' underperformance on literacy tasks compared to girls, by investigating male and females students' responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self-efficacy, and self-handicapping, were measured and approach and avoidance factors…

Emergent literacy in kindergartners with cochlear implants

PubMed Central

Nittrouer, Susan; Caldwell, Amanda; Lowenstein, Joanna H; Tarr, Eric; Holloman, Christopher

2012-01-01

Problem A key ingredient to academic success is being able to read. Deaf individuals have historically failed to develop literacy skills comparable to those of their normal-hearing peers, but early identification and cochlear implants have improved prospects that these children can learn to read at the levels of their peers. The goal of this study was to examine early, or emergent, literacy in these children. Method 27 deaf children with cochlear implants (CIs) who had just completed kindergarten were tested on emergent literacy, as well as on cognitive and linguistic skills that support emergent literacy, specifically ones involving phonological awareness, executive functioning, and oral language. 17 kindergartners with normal hearing (NH) and 8 with hearing loss, but who used hearing aids (HAs) served as controls. Outcomes were compared for these three groups of children, regression analyses were performed to see if predictor variables for emergent literacy differed for children with NH and those with CIs, and factors related to the early treatment of hearing loss and prosthesis configuration were examined for children with CIs. Results Performance of children with CIs was roughly one or more standard deviations below the mean performance of children with NH on all tasks, except for syllable counting, reading fluency, and rapid serial naming. Oral language skills explained more variance in emergent literacy for children with CIs than for children with NH. Age of first implant explained moderate amounts of variance for several measures. Having one or two CIs had no effect, but children who had some amount of bimodal experience outperformed children who had none on several measures. Conclusions Even deaf children who have benefitted from early identification, intervention, and implantation are still at risk for problems with emergent literacy that could affect their academic success. This finding means that intensive language support needs to continue through at

The role of home literacy practices in preschool children's language and emergent literacy skills.

PubMed

Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret

2005-04-01

This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent literacy skills between the ages of 3 and 5 years. Study participants were 72 African American children and their mothers or primary guardians primarily from low-income families whose home literacy environment and development have been followed since infancy. Annually, between 18 months and 5 years of age, the children's mothers were interviewed about the frequency they read to their child and how much their child enjoyed being read to, and the overall quality and responsiveness of the home environment were observed. Mothers also were observed reading to their child once a year at 2, 3, and 4 years of age, and maternal sensitivity and types of maternal book reading strategies were coded. Children's receptive and expressive language and vocabulary were assessed annually between 3 years of age and kindergarten entry, and emergent literacy skills were assessed at 4 years and kindergarten entry. The specific home literacy practices showed moderate to large correlations with each other, and only a few significant associations with the language and literacy outcomes, after controlling for maternal education, maternal reading skills, and the child's gender. The global measure of overall responsiveness and support of the home environment was the strongest predictor of children's language and early literacy skills and contributed over and above the specific literacy practice measures in predicting children's early language and literacy development.

Information Literacy and Early Learners

ERIC Educational Resources Information Center

Robinson, Laura Eisenberg

2008-01-01

Information literacy is becoming more prominent in K-12 education and continues to be a vital part of university-level studies. In today's complex society, it's not enough to be able to read, write, and do math. People continuously need to identify and recognize their information needs, locate necessary resources, use the essential information…

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

ERIC Educational Resources Information Center

Hamilton, Lorna G.; Hayiou-Thomas, Marianna E.; Hulme, Charles; Snowling, Margaret J.

2016-01-01

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of…

A Framework for Authentic Literacy Assessment.

ERIC Educational Resources Information Center

Paris, Scott G.; And Others

1992-01-01

Presents a framework for literacy assessment that can be adapted to suit the assessment needs of particular schools and districts. Describes a process of decision making about authentic literacy assessments that schools should emulate to achieve consensus about literacy outcomes and processes. Discusses the Kamehameha Elementary Education Program.…

Literacy in the U.S.

ERIC Educational Resources Information Center

Weber, Rose-Marie

1991-01-01

Current definitions of literacy reflect a holistic view of reading and writing as linguistic enterprises situated in social and intellectual contexts. This article reviews early reading and writing, aspects of comprehension, reading/writing learning problems, and second and foreign language literacy. (99 references) (LB)

Acknowledging and Interrogating Multiplicities: Towards a Generous Approach in Evaluations of Early Literacy Innovation and Intervention

ERIC Educational Resources Information Center

Burnett, Cathy

2017-01-01

At a time of increasing calls from policy makers for the use of "hard evidence" in driving decision-making at national and local levels in educational contexts, this article contributes to debates about evidence-based practice in early literacy research. It proposes that a reliance on studies designed to generate 'hard' evidence limits…

Achieving the Best: Gender and the Literacy Hour.

ERIC Educational Resources Information Center

Fisher, Helen

2001-01-01

A study involving 30 British elementary children investigated the relationship between reading and gender and attitudes towards the literacy hour. Findings indicate boys wanted shorter time spans of learning activities, preferred independent work, and liked computer work. Both sexes liked working in small groups and disliked sharing their work…

Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction

ERIC Educational Resources Information Center

Wright, Jill

2015-01-01

The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading…

The Role of Early Literacy Interventions in the Transformation of Educational Systems. Technical Report No. 617.

ERIC Educational Resources Information Center

Gaffney, Janet S.; Paynter, Susan Y.

A literacy intervention is designed to produce accelerated change, moving student achievement rapidly and providing for sustained performance over time. Adopting a complex intervention is a problem-solving process that requires understanding of the conceptual congruity of all aspects of the theory, intervention, and training underlying the…

Assessing Vocabulary Learning in Early Childhood

ERIC Educational Resources Information Center

Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A.

2014-01-01

There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…

Early Literacy Individual Growth and Development Indicators (EL-IGDIs): Growth Trajectories Using a Large, Internet-Based Sample

ERIC Educational Resources Information Center

Roseth, Cary J.; Missall, Kristen N.; McConnell, Scott R.

2012-01-01

Early literacy individual growth and development indicators (EL-IGDIs) assess preschoolers' expressive vocabulary development and phonological awareness. This study investigated longitudinal change in EL-IGDIs using a large (N=7355), internet-based sample of 36- to 60-month-old United States preschoolers without identified risks for later…

Conventional and Piecewise Growth Modeling Techniques: Applications and Implications for Investigating Head Start Children's Early Literacy Learning

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Cromley, Jennifer G.; Skibbe, Lori E.; Miller, Alison L.

2011-01-01

This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey…

Fostering and Sustaining Diverse Literacy Practices in the Early Childhood Classroom: Reviewing the Literature in Three Areas

ERIC Educational Resources Information Center

Machado, Emily

2017-01-01

In this article, I synthesize extant research that documents how teachers foster and sustain children's diverse literacy practices within the early childhood classroom. Framing this review with Bakhtin's heteroglossia, I draw on theoretical and empirical scholarship in the fields of biliteracy, translanguaging, and culturally sustaining pedagogy.…

Longitudinal study of low and high achievers in early mathematics.

PubMed

Navarro, Jose I; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E H

2012-03-01

Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the study, the students were approximately 5 years old (M= 5.2; SD= 0.28; range = 4.5-5.8). The students were assessed using the Early Numeracy Test and then allocated to a high (n= 26), middle (n= 76), or low (n= 25) achievers group. The same children were assessed again with the Early Numeracy Test at 6 and 7 years old, respectively. Eight socio-demographic characteristics were also evaluated: family model, education of the parent(s), job of the parent(s), number of family members, birth order, number of computers at home, frequency of teacher visits, and hours watching television. Early Numeracy Test scores were more consistent for the high-achievers group than for the low-achievers group. Approximately 5.5% of low achievers obtained low scores throughout the study. A link between specific socio-demographic characteristics and early achievement in mathematics was only found for number of computers at home. The level of mathematical ability among students aged 5-7 years remains relatively stable regardless of the initial level of achievement. However, early screening for mathematics learning disabilities could be useful in helping low-achieving students overcome learning obstacles. ©2011 The British Psychological Society.

Tell Me a Story: A Literacy-Based Intervention to Help Children, Early Care Providers, and Parents Talk about Difficult Topics

ERIC Educational Resources Information Center

Beardslee, William R.; Bartlett, Jessica Dym; Ayoub, Catherine

2014-01-01

The use of storytelling and discussion about difficult topics naturally lends itself to early skill development in both social-emotional and academic (i.e., emergent literacy) domains. In this article, the authors present initial information on the efficacy and feasibility of Tell Me A Story (TMAS), a program focused on supporting early childhood…

Young Learners: An Examination of the Psychometric Properties of the Early Literacy Knowledge and Skills Instrument

ERIC Educational Resources Information Center

Chan, Man Ching Esther

2015-01-01

The Early Literacy Knowledge and Skills (ELKS) instrument was informed by the work of Ferreiro and Teberosky based on the notion that young children could be differentiated according to levels of sophistication in their understanding of the rules of written language. As an initial step to evaluate the instrument for teaching purposes, the present…

Using Computer-Based Instruction to Improve Indigenous Early Literacy in Northern Australia: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Wolgemuth, Jennifer; Savage, Robert; Helmer, Janet; Lea, Tess; Harper, Helen; Chalkiti, Kalotina; Bottrell, Christine; Abrami, Phil

2011-01-01

The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and…

Developmental Trajectories of Preschool Early Literacy Skills: A Comparison of Language-Minority and Monolingual-English Children

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Farver, JoAnn M.; Nakamoto, Jonathan; Eppe, Stefanie

2013-01-01

This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in…

The Relative Importance of English versus Spanish Language Skills for Low-Income Latino English Language Learners' Early Language and Literacy Development

ERIC Educational Resources Information Center

Sonnenschein, Susan; Metzger, Shari R.; Dowling, Rebecca; Baker, Linda

2017-01-01

The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of…

Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness: Observations From Parents and Childcare Providers Using the ECLS-B

ERIC Educational Resources Information Center

Wilson, Hope E.

2015-01-01

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…

Evaluating the Effectiveness of First Grade Literacy Interventions: Reading Recovery and Leveled Literacy Intervention

ERIC Educational Resources Information Center

Miller, Heidi Thomson

2014-01-01

This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the…

Promoting health literacy in patients with diabetes.

PubMed

Stiles, Ella

Diabetes mellitus is a complex long-term condition. To achieve best outcomes, patients must have a good understanding of the condition and should adopt a vigilant self-care approach. However, this may be difficult for patients with low health literacy because they may struggle with obtaining, understanding and applying health information. Health literacy encompasses factors such as culture, empowerment, motivation and the quality of the individual's exchanges with the health system. Nurses' understanding of health literacy as a concept is key to helping patients achieve self-management of long-term conditions. Health literacy strategies should focus on improving communication between healthcare providers and people with diabetes, providing information in a variety of formats and seeking to improve access to healthcare services. This article suggests how nurses can help people with diabetes improve their health literacy.

The Impact of Stress on Later Literacy Achievement via Grit and Engagement among Dual Language Elementary School Students

ERIC Educational Resources Information Center

O'Neal, Colleen R.

2018-01-01

The goal of this short-term longitudinal study was to identify how stress impacts later literacy achievement via the mediators of grit and emotional engagement. Study design included three time-points with students in 3rd through 5th grades who were low-income, dual language learners in the US (N = 142; 54% female; 75% Latina/o; M = 9.47 years…

Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter-Sound Learning

ERIC Educational Resources Information Center

McKenzie, Sophie; Spence, Aaron; Nicholas, Maria

2018-01-01

This paper explores the design, development and evaluation of an early childhood literacy iPad application, focusing on the English Alphabet, called "A to Z Safari" trialled in Australian classrooms. A to Z Safari was designed to assist students in the early years of schooling with learning the alphabet and building on their knowledge of…

Elementary School Literacy: Critical Issues.

ERIC Educational Resources Information Center

Dreher, Mariam Jean, Ed.; Slater, Wayne H., Ed.

Providing a thorough grounding on important topics in elementary school literacy for experienced teachers and graduate students early in their programs, this book addresses a number of critical issues such as grouping and reading instruction, emergent literacy, learning to read and write with at-risk children, developing vocabulary, learning in…

Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care since 2004

ERIC Educational Resources Information Center

Rantala, Leena

2011-01-01

The purpose of the article is to describe Finnish media literacy policies and good media education practices in early childhood education and care. This article will focus on describing two central action lines related to the Children and Media Program, initiated by the Division for Cultural Policy of the Ministry of Education and Culture in 2004.…

Children of the Cloth: Flannelboards Are a Great Tool to Help Kids Learn Early Literacy Skills

ERIC Educational Resources Information Center

Arnold, Renea; Colburn, Nell

2004-01-01

Flannelboards have been a storytime staple for years in school and public libraries. The flannelboard, or feltboard as it often is called, is a great tool to help children build early literacy skills. Reading research tells us that reading aloud is most effective when it is an interactive experience between the reader and the child. Flannelboard…

Virtual and Virtuous Realities of Workplace Literacy.

ERIC Educational Resources Information Center

Castleton, Geraldine

Workplace literacy has been a recent addition to the field of literacy education and research, achieving a level of "commonsense" acceptability so that its meaning(s) or constructions have largely gone unchallenged. A study, therefore, explored the concepts of "work,""workers," and "literacy," not so much to…

Good-quality diet in the early years may have a positive effect on academic achievement.

PubMed

Nyaradi, Anett; Li, Jianghong; Foster, Jonathan K; Hickling, Siobhan; Jacques, Angela; O'Sullivan, Therese A; Oddy, Wendy H

2016-05-01

The aim of this study was to investigate the associations between early diet and academic performance during childhood. Participants were from the Western Australian Pregnancy Cohort (Raine) Study (n = 2287). Frequency of consumption of food and beverages was collected at the one-, two- and three-year follow-ups, using a 24-hour food recall. Diet scores were developed from the number of eating occasions. The Western Australian Literacy and Numeracy Assessment (WALNA) data from grades five (age 10) and seven (age 12) were linked to the Raine study using The Western Australian Data Linkage System. The association between diet scores and WALNA scores was assessed using multivariate linear regression models. A higher (i.e. better quality) diet score at one year of age was associated with significantly higher scores in mathematics, reading, writing and spelling at both grades five and seven. Associations were observed between a higher diet score at two years and academic scores for mathematics, writing and spelling at grade seven. Higher dairy consumption at ages one, two and three, and higher fruit consumption at age one were associated with higher academic scores at all ages. Quality of early diet may be a predictor for later academic achievement. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Does Whole-Word Multimedia Software Support Literacy Acquisition?

ERIC Educational Resources Information Center

Karemaker, Arjette M.; Pitchford, Nicola J.; O'Malley, Claire

2010-01-01

This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated…

Contemporary Literacy: Essential Skills for the 21st Century.

ERIC Educational Resources Information Center

Murray, Janet

2003-01-01

Defines contemporary literacy and examines what skills educators and library media specialists need to learn and impart to their students. Discusses using the Big6 skills to achieve contemporary literacy; developing information literacy curricula; and addressing the challenge of contemporary literacy. (AEF)

Literacy Progress of Young Children from Poor Urban Settings: A Reading Recovery Comparison Study

ERIC Educational Resources Information Center

Burroughs-Lange, Sue; Douetil, Julia

2007-01-01

This naturalistic inquiry evaluated the impact of early literacy intervention on children in London schools. The progress, in the 2005-06 school year, was compared for 234 of the lowest-achieving children in 42 schools serving disadvantaged urban areas. The children, aged around 6 years who received Reading Recovery in their schools, were compared…

Exploring the Relationship between Reading and Writing in Early Literacy Development.

ERIC Educational Resources Information Center

Kurth, Ruth J.

Researchers studying emerging literacy have begun building a theory of literacy development that links the processes of reading and writing. Their findings suggest that a child's emerging literacy is based on three factors: a functional expectation for print to make logical sense; an expectation of how language operates in alternate contexts; and…

Can Academic Standards Boost Literacy and Close the Achievement Gap? Policy Brief, Fall 2012

ERIC Educational Resources Information Center

Haskins, Ron; Murnane, Richard; Sawhill, Isabel; Snow, Catherine

2012-01-01

Good jobs in the nation's twenty-first-century economy require advanced literacy skills such as categorizing, evaluating, and drawing conclusions from written texts. The adoption of the Common Core State Standards by nearly all the states, combined with tough literacy assessments that are now in the offing, will soon reveal that literacy skills of…

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

ERIC Educational Resources Information Center

Neuman, Susan B.; Wright, Tanya S.

2010-01-01

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments…

Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don't Know

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Shanahan, Timothy

2010-01-01

This rejoinder provides responses to the conceptual concerns expressed in the nine critiques published in this issue of "Educational Researcher" of the 2008 National Early Literacy Panel report. It explains the necessity of adhering to clearly established study selection parameters in conducting trustworthy meta-analyses and the need to be…

Early Career Teachers' Research Literacy: What Does It Look Like and What Elements Support Its Development in Practice?

ERIC Educational Resources Information Center

Evans, Carol

2017-01-01

This article reviews the effectiveness of two projects: "NQT and Beyond; Developing Resilience in Learning and Teaching," and the underpinning conceptual framework (PLSP) in supporting early career teachers' (ECTs') development of their research literacy. Evidence of effective integration of research into practice is illustrated through…

Reading Literacy in an International Perspective: Collected Papers from the IEA Reading Literacy Study.

ERIC Educational Resources Information Center

Binkley, Marilyn, Ed.; And Others

Presenting nine papers from the IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study that place results in an international perspective, this report address factors related to variation in literacy outcomes, both across and within countries; the teaching of reading; and the quality of life in…

Impact of the Systemic Approach on Literacy Achievement of Jordanian 1st Graders at Mu'tah University Model School

ERIC Educational Resources Information Center

Al-Hajaya, Nail

2012-01-01

This study investigates the effect of the systemic approach in literacy achievement of the first grade students at Mu'tah University's Model School. The sample (N = 45) consisted of all first grade students, who were assigned into two groups; a control group taught traditionally while the other group was exposed to the system approach during the…

Connecting Schools and Families: Understanding the Influence of Home Literacy Practices

ERIC Educational Resources Information Center

Curry, Daphney L.; Reeves, Emily; Mcintyre, Christina J.

2016-01-01

Home literacy practices are extremely important in developing early language and literacy skills. Children from lower socioeconomic status (SES) backgrounds may be at risk, not because their family literacy practices are inferior, but because their culturally defined literacy practices may not be consistent with school literacy expectations. To…

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a "Simple View" of Reading?

ERIC Educational Resources Information Center

Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y.

2014-01-01

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…

Documenting the Early Literacy and Numeracy Practices of Home Tutors in Distance and Isolated Education in Australia

ERIC Educational Resources Information Center

Lee, Libby; Wilks, Anne

2007-01-01

This paper reports aspects of a large-scale project conducted in rural and remote regions of Australia. The study was designed to assess teaching and learning practices in early childhood programs with a particular focus on literacy, numeracy and the use of information and communication technologies. Programs had been specifically designed for use…

Educator Outcomes Associated with Implementation of Mississippi's K-3 Early Literacy Professional Development Initiative. REL 2017-270

ERIC Educational Resources Information Center

Folsom, Jessica Sidler; Smith, Kevin G.; Burk, Kymyona; Oakley, Nathan

2017-01-01

Substantial research points to the importance of developing strong early literacy skills. However, according to the National Assessment of Educational Progress, between 2007 and 2013, no more than 55 percent of Mississippi grade 4 students were reading at or above the proficiency level that demonstrates solid academic performance for the grade…

A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development

ERIC Educational Resources Information Center

Sundman-Wheat, Ashley N.

2012-01-01

This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…

Relation between Family Literacy Practices and Children's Literacy Development: Exploring the Link between Home and School

ERIC Educational Resources Information Center

McMurray, Jaclyn Roverud

2012-01-01

The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family…

Guidance on the Organisation of the National Literacy Strategy in Reception Classes. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England).

The importance of appropriate communication, language and literacy learning in the early years cannot be overestimated. Children who enter school with well-developed communication and literacy skills have a considerable advantage over those who have yet to start. In England, children enter Reception classes at different points throughout the…

Examining the Use of Curriculum to Support Early Literacy Instruction: A Multiple Case Study of Head Start Teachers

ERIC Educational Resources Information Center

Mihai, Alina; Butera, Gretchen; Friesen, Amber

2017-01-01

Research Findings: This qualitative study examined how Head Start teachers thought about children's early literacy and how they enacted their thinking in a year-long curriculum reform effort. Data collected included interviews, observations, questionnaires, concept maps, and teachers' reflections on implementation. The results indicated that as…

A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

ERIC Educational Resources Information Center

Gutiierrez, Gabriel; Vanderwood, Mike L.

2013-01-01

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

Literacy outcomes of children with early childhood speech sound disorders: impact of endophenotypes.

PubMed

Lewis, Barbara A; Avrich, Allison A; Freebairn, Lisa A; Hansen, Amy J; Sucheston, Lara E; Kuo, Iris; Taylor, H Gerry; Iyengar, Sudha K; Stein, Catherine M

2011-12-01

To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.

Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes

PubMed Central

Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M.

2012-01-01

Purpose To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method Children with SSD and their siblings were assessed at early childhood (ages 4–6 years) and followed at school age (7–12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Results Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Conclusions Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills. PMID:21930616

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners.

PubMed

Ozernov-Palchik, Ola; Wolf, Maryanne; Patel, Aniruddh D

2018-03-01

A growing number of studies report links between nonlinguistic rhythmic abilities and certain linguistic abilities, particularly phonological skills. The current study investigated the relationship between nonlinguistic rhythmic processing, phonological abilities, and early literacy abilities in kindergarteners. A distinctive aspect of the current work was the exploration of whether processing of different types of rhythmic patterns is differentially related to kindergarteners' phonological and reading-related abilities. Specifically, we examined the processing of metrical versus nonmetrical rhythmic patterns, that is, patterns capable of being subdivided into equal temporal intervals or not (Povel & Essens, 1985). This is an important comparison because most music involves metrical sequences, in which rhythm often has an underlying temporal grid of isochronous units. In contrast, nonmetrical sequences are arguably more typical to speech rhythm, which is temporally structured but does not involve an underlying grid of equal temporal units. A rhythm discrimination app with metrical and nonmetrical patterns was administered to 74 kindergarteners in conjunction with cognitive and preliteracy measures. Findings support a relationship among rhythm perception, phonological awareness, and letter-sound knowledge (an essential precursor of reading). A mediation analysis revealed that the association between rhythm perception and letter-sound knowledge is mediated through phonological awareness. Furthermore, metrical perception accounted for unique variance in letter-sound knowledge above all other language and cognitive measures. These results point to a unique role for temporal regularity processing in the association between musical rhythm and literacy in young children. Copyright © 2017 Elsevier Inc. All rights reserved.

The Power of Family Literacy.

ERIC Educational Resources Information Center

National Center for Family Literacy, Louisville, KY.

This report presents the early findings from the analysis of a family literacy demonstration project under the direction of the National Center for Family Literacy. The data in this report are based upon the experiences of over 300 families who participated in the Toyota Families for Learning Program during the 1992-1993 school year. The first…

Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya

PubMed Central

2010-01-01

Background Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. Design A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i) intermittent screening and treatment of malaria in schools by public health workers and (ii) training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i) the malaria intervention alone; (ii) the literacy intervention alone; (iii) both interventions combined; or (iv) control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Discussion Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of educational achievement

Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya.

PubMed

Brooker, Simon; Okello, George; Njagi, Kiambo; Dubeck, Margaret M; Halliday, Katherine E; Inyega, Hellen; Jukes, Matthew C H

2010-10-07

Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i) intermittent screening and treatment of malaria in schools by public health workers and (ii) training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i) the malaria intervention alone; (ii) the literacy intervention alone; (iii) both interventions combined; or (iv) control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of educational achievement. Reflection is made on the

Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781

ERIC Educational Resources Information Center

Goldschmidt, Pete; Jung, Hyekyung

2011-01-01

This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to…

Guiding Children's Invented Spellings: A Gateway into Literacy Learning

ERIC Educational Resources Information Center

Ouellette, Gene; Senechal, Monique; Haley, Allyson

2013-01-01

This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a…

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

ERIC Educational Resources Information Center

Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.

2010-01-01

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly…

Teaching and Testing Early Reading. Focus On

ERIC Educational Resources Information Center

Mraz, Maryann; Kissel, Brian

2007-01-01

This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

Health literacy and participation in sports club activities among adolescents.

PubMed

Paakkari, Leena; Kokko, Sami; Villberg, Jari; Paakkari, Olli; Tynjälä, Jorma

2017-12-01

The aim of this research was to compare the levels of perceived health literacy among adolescents who do or do not participate in sports club activities. Organized sport club activities reach a high proportion of adolescents, and have the potential to contribute to the development of their health literacy. The cross-sectional data on health literacy among school children in Finland (aged 13 and 15, n=3852) were measured, as a part of the Health Behaviour in School-Aged Children (HBSC) study, using the Health Literacy for School-aged Children (HLSAC) instrument. Sports club participation and its association with health literacy were examined in relation to age, gender, family affluence, school achievement, and physical activity. The statistical analyses included cross-tabulation and the multilevel mixed-effects logistic regression analyses. Perceived health literacy was higher among adolescents who participated in sports club activities. This conclusion was valid for boys and girls, for both age groups, among those who were physically active 6-7 days a week, had at least moderate school achievement, and those who belonged to the middle or high affluence families. From the health literacy perspective, participation in sports club activities was especially beneficial for those having low or moderate school achievement level. The sports club setting may work towards equalizing health literacy differences related to school achievement. However, the clubs should ensure that access is available to as many adolescents as possible; by this means they may spread beneficial influences, supporting the development of health literacy among broader population groups.

National Literacy Trust Survey in Partnership with Nursery World: Investigating Communication, Language and Literacy Development in the Early Years Sector

ERIC Educational Resources Information Center

Halden, Amanda; Clark, Christina; Lewis, Fiona

2011-01-01

In May 2011 "Nursery World" and the National Literacy Trust launched its language development survey to celebrate Hello; the national year of communication. The National Literacy Trust teamed up with "Nursery World" to carry out research into the sector's support for children's language and literacy development. Two hundred…

Childhood Obesity and Cognitive Achievement.

PubMed

Black, Nicole; Johnston, David W; Peeters, Anna

2015-09-01

Obese children tend to perform worse academically than normal-weight children. If poor cognitive achievement is truly a consequence of childhood obesity, this relationship has significant policy implications. Therefore, an important question is to what extent can this correlation be explained by other factors that jointly determine obesity and cognitive achievement in childhood? To answer this question, we exploit a rich longitudinal dataset of Australian children, which is linked to national assessments in math and literacy. Using a range of estimators, we find that obesity and body mass index are negatively related to cognitive achievement for boys but not girls. This effect cannot be explained by sociodemographic factors, past cognitive achievement or unobserved time-invariant characteristics and is robust to different measures of adiposity. Given the enormous importance of early human capital development for future well-being and prosperity, this negative effect for boys is concerning and warrants further investigation. Copyright © 2015 John Wiley & Sons, Ltd.

Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners

ERIC Educational Resources Information Center

Bae, Jiyoung

2012-01-01

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural…

Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES.

PubMed

Gardner-Neblett, Nicole; Iruka, Iheoma U

2015-07-01

Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. (c) 2015 APA, all rights reserved).

Relevance, New Literacies, & Pragmatic Research for Middle Grades Education

ERIC Educational Resources Information Center

Burns, Leslie David

2008-01-01

This article describes how scholarship from the New Literacy Studies can shed "more light" (Florio-Ruane, 2002) on middle school education and youth literacies, allowing users to examine claims about students, schools, policy, and research. Hypothesizing that shortcomings in early adolescent literacy education have less to do with lack of…

Literacy and Communication Technologies: Distance Education Strategies for Literacy Delivery

NASA Astrophysics Data System (ADS)

Aderinoye, Rashid

2008-11-01

This article examines the promotion of literacy through information and communication technologies (ICTs) and through various modes of distance learning. After a general discussion of these approaches, the article focuses on efforts towards reducing illiteracy in Nigeria through integrated strategies for literacy delivery and especially through distance learning. After highlighting the strengths and weaknesses of these measures, the author makes some suggestions on how to maximize their effectiveness in helping Nigeria to achieve the targets of the Education for All agenda and the Millennium Development Goals.

Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach

ERIC Educational Resources Information Center

Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo

2016-01-01

This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…

Early Years Literacy in Indian Urban Schools: Structural, Social and Pedagogical Issues

ERIC Educational Resources Information Center

Dyer, Caroline

2008-01-01

Literacy has been a crucial aspect of education as a human right for over 50 years, but this basic right remains unassured for at least 700 million adults worldwide. In 1999, UNESCO acknowledged that schools are not making the expected contribution to increasing national literacy rates or providing individuals with the literacy skills they need.…

Financial Literacy as the Foundation for Individual Financial Behavior

ERIC Educational Resources Information Center

Dwiastanti, Anis

2015-01-01

Research that is dealing with financial literacy turns to be such an important thing to be conducted. It is due to the fact that financial literacy level of Indonesian society is still very low. A good financial literacy is necessary for every individual to manage his/her finances to achieve prosperity. To have a good level of financial literacy,…

Order in the House!: Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children's Early Reading

ERIC Educational Resources Information Center

Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne; Petrill, Stephen A.

2008-01-01

The current study examines whether associations exist between household chaos and children's early reading skills, after controlling for a comprehensive battery of home literacy environment characteristics. Our sample included 455 kindergarten and first-grade children who are enrolled in the Western Reserve Reading Project. We go on to test…

Making Space for Place-Making Pedagogies: Stretching Normative Mandated Literacy Curriculum

ERIC Educational Resources Information Center

Comber, Barbara

2011-01-01

In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high…

The relationship between early giftedness and later achievement.

PubMed

Gardner, H

1993-01-01

Although some prodigies grow up to become creative masters as adults, there is no necessary link between early signs of talent and ultimate achievement. Four possible relations between early and late achievement are explored here. The analysis draws upon two lines of evidence: (1) a new theoretical approach that posits the existence of multiple intelligences and examines the important role of the domains and fields in which individuals work; (2) case studies of seven highly creative individuals who lived at the turn of the century. A strong contrast emerges between the adult creator, who must discover the domain in which he or she can excel and the child prodigy, who must invent a creative personality.

Scientific Literacy of High School Students.

ERIC Educational Resources Information Center

Lucas, Keith B.; Tulip, David F.

This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

Literacy Instruction, SES, and Word-Reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study

ERIC Educational Resources Information Center

D'angiulli, Amedeo; Siegel, Linda S.; Maggi, Stefania

2004-01-01

Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and…

Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

2013-01-01

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

ERIC Educational Resources Information Center

Carroll, Crystal

2013-01-01

Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

Early math and reading achievement are associated with the error positivity.

PubMed

Kim, Matthew H; Grammer, Jennie K; Marulis, Loren M; Carrasco, Melisa; Morrison, Frederick J; Gehring, William J

2016-12-01

Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Debates about the Future of Media Literacy in Turkey

ERIC Educational Resources Information Center

Cakmak, Ebubekir; Tuzel, Sait

2015-01-01

Media literacy has been widely debated in Turkey since the early 2000s and has been in the curriculum of the secondary schools as an optional subject for nearly a decade. During this time period, about four million students have received media literacy education. The multidisciplinary structure of media literacy has contributed to the interest of…

The Uses and Consequences of Literacy in the Daily Lives of Ordinary People: From an Evaluation of Adult Literacy Organization of Zimbabwe (ALOZ).

ERIC Educational Resources Information Center

Bhola, H. S.

To evaluate the Adult Literacy Organization of Zimbabwe (ALOZ), an organization whose aim is to achieve universal literacy in Zimbabwe, a study interviewed officials at ALOZ, the United States Agency for International Development (USAID), and other institutions involved in literacy development; reviewed relevant literature and documents;…

Using "Clicker 5" to Enhance Emergent Literacy in Young Learners

ERIC Educational Resources Information Center

Parette, Howard P.; Hourcade, Jack J.; Dinelli, Jenny M.; Boeckmann, Nichole M.

2009-01-01

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational…

Motivating Literacy Learners in Today's World

ERIC Educational Resources Information Center

Fletcher, J., Ed.; Parkhill, F., Ed.; Gillon, G., Ed.

2010-01-01

"Motivating Literacy Learners in Today's World" provides insights into a broad spectrum of children's literacy learning. Motivation is the key theme and the authors show how this can be achieved through reading for pleasure; in writing activities at a number of levels; and through oral language development. Chapters include: (1)…

Kids Just Wanna Have Fun: The Best Way to Encourage Early Literacy Is Also the Most Amusing

ERIC Educational Resources Information Center

Arnold, Renea; Colburn, Nell

2004-01-01

The authors think fun is a key word when it comes to early literacy. Learning to read is hard work for most children--and kids, like adults, enjoy things that bring them pleasure. So as professionals who work with young children, their job is to make sure that kids discover the joy of books. And one of the best ways to do that is by providing…

Combining Self-Assessments and Achievement Tests in Information Literacy Assessment: Empirical Results and Recommendations for Practice

ERIC Educational Resources Information Center

Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

2015-01-01

This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of…

Communities of Practice: Literacy and Deaf Children

ERIC Educational Resources Information Center

Kristoffersen, Ann-Elise; Simonsen, Eva

2016-01-01

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities…

Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

ERIC Educational Resources Information Center

Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita

2014-01-01

This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…

"Male Delivery": A Critical Investigation of What Boys Have to Say about the Influence of Male Teachers on Literacy Engagement and Achievement

ERIC Educational Resources Information Center

Watson, Anne

2017-01-01

This article, by drawing on data collected from qualitative case-study research, raises questions about discourses that claim male teachers are better equipped to improve boys' literacy achievement on the basis of gender affiliation. It reports on interview and observational data collected from a number of boys attending five different…

Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature

ERIC Educational Resources Information Center

Klucevsek, Kristin M.; Brungard, Allison B.

2016-01-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we…

Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español

ERIC Educational Resources Information Center

Yaden, David B., Jr.; Marx, Ronald W.; Cimetta, Adriana D.; Alkhadim, Ghadah S.; Cutshaw, Christina

2017-01-01

For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy…

Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

ERIC Educational Resources Information Center

Pinkham, Ashley M., Ed.; Kaefer, Tanya, Ed.; Neuman, Susan B., Ed.

2012-01-01

Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading…

Hybridization, Resistance, and Compliance: Negotiating Policies to Support Literacy Achievement

ERIC Educational Resources Information Center

Kersten, Jodene

2006-01-01

This article discusses a veteran teacher's literacy pedagogy in response to policies at the district, state, and national level. The yearlong ethnographic case study analyzed the teacher's resistance, compliance, and innovative hybridization of both "official" and "unofficial" curriculum. The author collected data through…

An Evaluation of Two Emergent Literacy Screening Tools for Preschool Children

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2009-01-01

Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools…

Developing and evaluating a relevant and feasible instrument for measuring health literacy of Canadian high school students.

PubMed

Wu, Amery D; Begoray, Deborah L; Macdonald, Marjorie; Wharf Higgins, Joan; Frankish, Jim; Kwan, Brenda; Fung, Winny; Rootman, Irving

2010-12-01

Health literacy has come to play a critical role in health education and promotion, yet it is poorly understood in adolescents and few measurement tools exist. Standardized instruments to measure health literacy in adults assume it to be a derivative of general literacy. This paper reports on the development and the early-stage validation of a health literacy tool for high school students that measured skills to understand and evaluate health information. A systematic process was used to develop, score and validate items. Questionnaire data were collected from 275, primarily 10th grade students in three secondary schools in Vancouver, Canada that reflected variation in demographic profile. Forty-eight percent were male, and 69.1% spoke a language other than English. Bivariate correlations between background variables and the domain and overall health literacy scores were calculated. A regression model was developed using 15 explanatory variables. The R(2) value was 0.567. Key findings were that lower scores were achieved by males, students speaking a second language other than English, those who immigrated to Canada at a later age and those who skipped school more often. Unlike in general literacy where the family factors of mother's education and family affluence both played significant roles, these two factors failed to predict the health literacy of our school-aged sample. The most significant contributions of this work include the creation of an instrument for measuring adolescent health literacy and further emphasizing the distinction between health literacy and general literacy.

The Use of a Structured Literacy Program To Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes.

ERIC Educational Resources Information Center

Center, Yola; Freeman, Louella

This research review examined the use of a whole class early literacy program in classes which included disadvantaged and at-risk children in Australia. The program, Schoolwide Early Language and Literacy (SWELL), is based on an interactive compensatory theory of literacy acquisition adapted from Success for All, a U.S. early literacy program. The…

Building Emotional Literacy: Groundwork to Early Learning

ERIC Educational Resources Information Center

Figueroa-Sanchez, Magali

2008-01-01

Part of social and emotional development is a child's emotional literacy. Numerous strategies exist for the development of children's emotional and social development, and for their emotional readiness for school. Teachers might arrange a classroom environment that is not overly structured or regimented. The environment should reflect who the…

Handbook of Early Literacy Research. Volume 3

ERIC Educational Resources Information Center

Neuman, Susan B., Ed.; Dickinson, David K., Ed.

2010-01-01

Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The "Handbook" examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts,…

The Early Childhood Interactive Technology Literacy Curriculum Project: A Final Report.

ERIC Educational Resources Information Center

Hutinger, Patricia; Robinsosn, Linda; Schneider, Carol; Johanson, Joyce

This final report describes the activities and outcomes of the Interactive Technology Literacy Curriculum (ITLC) project. This federally funded 5-year model demonstration project was designed to advance the availability, quality, use and effectiveness of computer technology in addressing the acquisition of emergent literacy among young children…

Building Teachers' Research Literacy: Integrating Practice and Research

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael; Christodoulou, Andri

2017-01-01

Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs' research literacy, through establishing strong collaborative links between universities and…

"Literacy Nooks": Geosemiotics and Domains of Literacy in Home Spaces

ERIC Educational Resources Information Center

Rainbird, Sophia; Rowsell, Jennifer

2011-01-01

Conceptualizations of the home have changed, particularly in respect to children's rearing and development. An increased awareness of early intervention in meeting a child's learning needs has filtered down into the organization of space in homes. Maximizing learning opportunities by creating "literacy nooks", which involves carving out…

Self-Esteem among Adult Literacy Learners

ERIC Educational Resources Information Center

Lipnevich, Anastasiya; Beder, Hal

2007-01-01

The purpose of this study was to investigate adult literacy education learners' self-esteem and to examine the relationship between self-esteem and measures of achievement in reading and math. The rationale for the present study stemmed from the lack of research into adult literacy students' self-esteem levels. More than 200 learners enrolled in…

Mothers' Attention-Getting Utterances during Shared Book Reading: Links to Low-Income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy

ERIC Educational Resources Information Center

Son, Seung-Hee Claire; Tineo, Maria F.

2016-01-01

This study examined associations among low-income mothers' use of attention-getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother-child shared book reading sessions were videotaped and coded for each utterance, including attention talk,…

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Pre-Packaging Preschool Literacy: What Drives Early Childhood Teachers to Use Commercially Produced Phonics Programs in Prior to School Settings

ERIC Educational Resources Information Center

Campbell, Stacey; Torr, Jane; Cologon, Kathy

2014-01-01

Language-rich environments are key to overall quality in early childhood settings, including frequent child-staff interactions around picture books and dramatic play. In a language-rich environment, explicit teaching of literacy concepts, such as phonics, is embedded in authentic and meaningful situations where alphabet letters and sounds are…

Differential Susceptibility in Early Literacy Instruction through Computer Games: The Role of the Dopamine D4 Receptor Gene (DRD4)

ERIC Educational Resources Information Center

Kegel, Cornelia A. T.; Bus, Adriana G.; van IJzendoorn, Marinus H.

2011-01-01

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest-posttest…

Classroom Discourse: The Role of Teachers' Instructional Practice for Promoting Student Dialogues in the Early Years Literacy Program (EYLP)

ERIC Educational Resources Information Center

Olaussen, Bodil Stokke

2016-01-01

Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different…

Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

PubMed Central

Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

2010-01-01

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

Enhancing Outcomes in Early Literacy for Young Children with Disabilities: Strategies for Success

ERIC Educational Resources Information Center

Johnston, Susan S.; McDonnell, Andrea P.; Hawken, Leanne S.

2008-01-01

Emerging literacy has been defined as the "reading and writing knowledge and behavior of children who are not yet conventionally literate" (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as…

Using Literacy Integration for Communicating Scientifically: Research Results on Teacher Efficacy and Student Achievement.

ERIC Educational Resources Information Center

Fortino, Carol; Gerretson, Helen; Button, Linda J.; Johnson, Sharon

The professional development program Using Literacy Integration for Communicating Scientifically (ULINCS) is a joint program of the University of Northern Colorado and Adams Twelve Five Star School District. It had been noted that the increased emphasis on literacy skills was leading educators to place less emphasis on science. The ULINCS project…

"Handy Manny" and the Emergent Literacy Technology Toolkit

ERIC Educational Resources Information Center

Hourcade, Jack J.; Parette, Howard P., Jr.; Boeckmann, Nichole; Blum, Craig

2010-01-01

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these…

Early Literacy Development in Toddlerhood: Publication Trends from 1990 to 2009

ERIC Educational Resources Information Center

Lee, Boh Young

2013-01-01

The paper examines publication trends in the United States regarding literacy development in toddlerhood from 1990 to 2009, exploring what features or elements of toddlers' literacy development have been documented, and how they have been documented, over the last 20 years, to indicate areas for further exploration. Articles were carefully…

Emergent Literacy Skills, Behavior Problems and Familial Antecedents of Reading Difficulties: A Follow-Up Study of Reading Achievement from Kindergarten to Fifth Grade

ERIC Educational Resources Information Center

Costa, Hugo Camara; Perdry, Herve; Soria, Carmen; Pulgar, Salome; Cusin, Francoise; Dellatolas, Georges

2013-01-01

This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of…

Leveled Literacy Intervention. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

Smoothing Children's Transition into Formal Schooling: Addressing Complexities in an Early Literacy Initiative in Remote Aboriginal Communities, Northern Territory, Australia

ERIC Educational Resources Information Center

Maher, Marguerite; Bellen, Linda

2015-01-01

There is a growing awareness that some children transition into formal schooling more readily than others. Compelling evidence indicates that children familiar with the skills and knowledge associated with the dominant practices of literacy teaching in schools have an advantage. While families play a pivotal role in children's early literacy…

Early Readers' Perceptions of the Value of Literacy in Their Lives

ERIC Educational Resources Information Center

Kinkead-Clark, Zoyah

2017-01-01

The following article aims to present, from children's perspectives, the value of literacy and how they use it in their everyday lives. Through the use of ethnographic methodology, including observations, interviews and collection of artifacts, it seeks to examine how children rely on their literacy skills authentically, as they play and move…

Maternal Health Literacy Is Associated with Early Childhood Nutritional Status in India.

PubMed

Johri, Mira; Subramanian, S V; Koné, Georges K; Dudeja, Sakshi; Chandra, Dinesh; Minoyan, Nanor; Sylvestre, Marie-Pierre; Pahwa, Smriti

2016-07-01

The global burden of child undernutrition is concentrated in South Asia, where gender inequality and female educational disadvantage are important factors. Maternal health literacy is linked to women's education and empowerment, can influence multiple malnutrition determinants, and is rapidly modifiable. This study investigated whether maternal health literacy is associated with child undernutrition in 2 resource-poor Indian populations. We conducted cross-sectional surveys in an urban and a rural site, interviewing 1 woman with a child aged 12-23 mo/household. Multivariate logistic regression analyses were conducted independently for each site. The main exposure was maternal health literacy. We assessed respondents' ability to understand, appraise, and apply health-related information with the use of Indian health promotion materials. The main outcomes were severe stunting, severe underweight, and severe wasting. We classified children as having a severe nutritional deficiency if their z score was <-3 SDs from the WHO reference population for children of the same age and sex. Analyses controlled for potential confounding factors including parental education and household wealth. Rural and urban analyses included 1116 and 657 mother-child pairs, respectively. In each site, fully adjusted models showed that children of mothers with high health literacy had approximately half the likelihood of being severely stunted (rural adjusted OR: 0.50; 95% CI: 0.33, 0.74; P = 0.001; urban adjusted OR: 0.58; 95% CI: 0.35, 0.94; P = 0.028) or severely underweight (rural adjusted OR: 0.57; 95% CI: 0.38, 0.87; P = 0.009; urban adjusted OR: 0.48; 95% CI: 0.25, 0.91; P = 0.025) than children of mothers with low health literacy. Health literacy was not associated with severe wasting. In resource-poor rural and urban settings in India, maternal health literacy is associated with child nutritional status. Programs targeting health literacy may offer effective entry points for

Multicultural Issues in Literacy Research and Practice.

ERIC Educational Resources Information Center

Willis, Arlette Ingram, Ed.; Garcia, Georgia Earnest, Ed.; Barrera, Rosalinda B., Ed.; Harris, Violet J., Ed.

This book addresses the lack of research and scholarly discussion on multicultural literacies. A common theme across chapters is the ways in which elements of difference--race, ethnicity, gender, class, and language--create tensions that influence students' literacy experiences and achievements. Sections explore the relationships among culture,…

Media Literacy, Congratulations! Now, the Next Step

ERIC Educational Resources Information Center

Torrent, Jordi

2011-01-01

Media Literacy Education has definitely come a long way. The author remembers mentioning Media Literacy at a Prix Jeunesse presentation in New York City in the early-mid 1990s-- all the participants looked at him as a weirdo and politely ignored his comment on the necessity for TV producers to include or at least reflect upon media…

Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

PubMed Central

Ambrose, Sophie E.; Eisenberg, Laurie S.

2009-01-01

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. PMID:18417463

Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade

PubMed Central

Moser, Stephanie E.; West, Stephen G.; Hughes, Jan N.

2012-01-01

This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1–5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or retained (n = 112) in first grade could be successfully matched on 72 background variables. Achievement was measured annually using Woodcock-Johnson W scores; scores of retained children were shifted back one year to permit same-grade comparisons. Using longitudinal growth curve analysis, trajectories of math and reading scores for promoted and retained children were compared. Retained children received a one year boost in achievement; this boost fully dissipated by the end of elementary school. The pattern of subsequent retention in grades 2, 3 and 4 and placement in special education of the sample during the elementary school years is also described and their effects are explored. Policy implications for interventions for low achieving children are considered. PMID:23335818

Literacy Lessons on Location

ERIC Educational Resources Information Center

Borba, Mary F.

2008-01-01

With the current pressures on teachers to increase academic achievement for all students, high-quality teacher training is more important than ever. Elementary teachers are faced with high expectations for their students to achieve literacy proficiency, and these expectations became law with the No Child Left Behind Act. With or without this…

Family Literacy Strategies: First Steps to Academic Success.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

As part of a series exploring effective strategies for school improvement and dropout prevention, this monograph focuses on early childhood education and reading/writing programs, and compiles strategies to help families engage in meaningful literacy activities. The monograph describes and defines family literacy, provides a research basis for…

Differentiated Literacy Strategies for English Language Learners, Grades 7-12

ERIC Educational Resources Information Center

Gregory, Gayle H.; Burkman, Amy

2011-01-01

This versatile handbook is for middle school and high school educators who need to differentiate literacy instruction for adolescent ELL students at various stages of literacy competency. Adapted from the highly successful "Differentiated Literacy Strategies for Student Growth & Achievement in Grades 7-12", the authors use brain-based strategies…

A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention.

PubMed

Sheridan, Susan M; Knoche, Lisa L; Kupzyk, Kevin A; Edwards, Carolyn Pope; Marvin, Christine A

2011-06-01

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention

PubMed Central

Knoche, Lisa L.; Kupzyk, Kevin A.; Edwards, Carolyn Pope; Marvin, Christine A.

2011-01-01

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children’s language use (d = 1.11), reading (d = 1.25), and writing skills (d = .93). Significant intervention effects on children’s direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child’s development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment’s effects. PMID:21640249

Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

ERIC Educational Resources Information Center

Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

2012-01-01

The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…

The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

ERIC Educational Resources Information Center

Poluakan, Cosmas

2012-01-01

This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

Student’s profile about science literacy in Surakarta

NASA Astrophysics Data System (ADS)

Nur’aini, D.; Rahardjo, S. B.; Elfi Susanti, V. H.

2018-05-01

This research was conducted to find out student’s initial profile of science literacy. The method used was descriptive with 46 students as subjects. The instrument used is science literacy question referring to PISA 2015. Data processing technique used are scoring on each question, changing the score values, grouping the level subjects obtain based on the value and conclusion. Competencies measure in this test are explaining scientific phenomena, interpretation of data and evidence scientifically, and evaluate and design scientific inquiry. The results of the three competencies are 30,87%, 40,20% and 24,90%. Achievement level of science literacy achieved by students in level 1 47,82%, level 2 33,82%, level 3 42,93%, level 4 26,50%, level 5 21,73%. Based on the result of research, it can be concluded that the ability of science literacy students in Surakarta relatively low.

Achieving Digital Literacy through Game Development: An Authentic Learning Experience

ERIC Educational Resources Information Center

Frydenberg, Mark

2015-01-01

Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

Third Grade Literacy Policies: Identification, Intervention, Retention

ERIC Educational Resources Information Center

Rose, Stephanie; Schimke, Karen

2012-01-01

Students not reading proficiently by the end of 3rd grade are four times more likely than proficient readers to drop out of high school. This fact and other recent research on the importance of early literacy skills have culminated in an intense focus on improving 3rd-grade reading proficiency. The challenges of improving literacy are, in turn,…

Differentiated Literacy Strategies for English Language Learners, Grades K-6

ERIC Educational Resources Information Center

Gregory, Gayle H.; Burkman, Amy

2011-01-01

As you tailor your teaching to engage the increasing number of English language learners, the key to success is focusing on literacy. Adapted from the highly successful "Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6", this book provides a wealth of grade-specific literacy strategies that not only increase…

Family Literacy Programs: Who Benefits? Occasional Paper #2.

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Tim

Family literacy programs have been demonstrated to have significant and widespread benefits for children, parents, families, and society. Documented benefits of family literacy programs to children appear in the following areas: children's achievement in school, school attendance, oral language development, reading comprehension and vocabulary,…

Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

PubMed Central

Kempert, Sebastian; Götz, Regina; Blatter, Kristine; Tibken, Catharina; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra

2016-01-01

Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. PMID:27899906

Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones

ERIC Educational Resources Information Center

Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn

2016-01-01

Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent…