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…

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…

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…

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.

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)

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).

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…

Embedded-explicit emergent literacy intervention I: Background and description of approach.

PubMed

Justice, Laura M; Kaderavek, Joan N

2004-07-01

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

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…

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…

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…

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…

Self-Study Guide for Implementing Early Literacy Interventions. REL 2016-129

ERIC Educational Resources Information Center

Dombek, Jennifer L.; Foorman, Barbara R.; Garcia, Mishel; Smith, Kevin G.

2016-01-01

While literacy interventions can be implemented in any grade, focusing on prevention and intervention in kindergarten through grade 2 is optimal because reading difficulties become expensive and challenging to remediate as students become older. The Individuals with Disabilities Act of 2004 allows districts to do just this, with 15 percent of…

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…

Do Children’s Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention?

PubMed Central

Hart, Sara A.; Piasta, Shayne B.; Justice, Laura M.

2016-01-01

The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore. PMID:28216991

"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.

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

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

“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

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 and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development

ERIC Educational Resources Information Center

Purpura, David J.; Hume, Laura E.; Sims, Darcey M.; Lonigan, Cristopher J.

2011-01-01

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a…

Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy

ERIC Educational Resources Information Center

Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard

2014-01-01

This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children…

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…

Early Intervention for Reading Difficulties: The Interactive Strategies Approach

ERIC Educational Resources Information Center

Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

2010-01-01

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…

Unlocking the Future: Early Literacy.

ERIC Educational Resources Information Center

Blair, Leslie Asher, Ed.

1999-01-01

This newsletter of the Southwest Educational Development Laboratory (SEDL)contains a collection of articles which discuss various aspects of early literacy. Articles in the newsletter are: "Introduction: Reading Instruction, a Key to the Future"; "Ensuring Early Literacy through Coherent Instruction" (Leslie Blair);…

Media Literacy Interventions: A Meta-Analytic Review

PubMed Central

Jeong, Se-Hoon; Cho, Hyunyi; Hwang, Yoori

2012-01-01

Although numerous media literacy interventions have been developed and delivered over the past 3 decades, a comprehensive meta-analytic assessment of their effects has not been available. This study investigates the average effect size and moderators of 51 media literacy interventions. Media literacy interventions had positive effects (d=.37) on outcomes including media knowledge, criticism, perceived realism, influence, behavioral beliefs, attitudes, self-efficacy, and behavior. Moderator analyses indicated that interventions with more sessions were more effective, but those with more components were less effective. Intervention effects did not vary by the agent, target age, the setting, audience involvement, the topic, the country, or publication status. PMID:22736807

Examining the role of attention and instruction in at-risk kindergarteners: electrophysiological measures of selective auditory attention before and after an early literacy intervention.

PubMed

Stevens, Courtney; Harn, Beth; Chard, David J; Currin, Jeff; Parisi, Danielle; Neville, Helen

2013-01-01

Several studies report that adults and adolescents with reading disabilities also experience difficulties with selective attention. In the present study, event-related brain potentials (ERPs) were used to examine the neural mechanisms of selective attention in kindergarten children at risk for reading disabilities (AR group, n = 8) or on track in early literacy skills (OT group, n = 6) across the first semester of kindergarten. The AR group also received supplemental instruction with the Early Reading Intervention (ERI). Following ERI, the AR group demonstrated improved skills on standardized early literacy measures such that there were no significant differences between the AR and OT groups at posttest or winter follow-up. Analysis of the ERP data revealed that at the start of kindergarten, the AR group displayed reduced effects of attention on sensorineural processing compared to the OT group. Following intervention, this difference between groups disappeared, with the AR group only showing improvements in the effect of attention on sensorineural processing. These data indicate that the neural mechanisms of selective attention are atypical in kindergarten children at risk for reading failure but can be improved by effective reading interventions.

Emergent literacy intervention for prekindergarteners at risk for reading failure.

PubMed

Bailet, Laura L; Repper, Karla K; Piasta, Shayne B; Murphy, Suzanne P

2009-01-01

This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive immediate or delayed intervention. The intervention consisted of eighteen 30-minute lessons delivered twice weekly for 9 weeks and focused on teaching critical emergent literacy skills within small groups. Hierarchical linear models were used to nest children within center and measure treatment and dosage effects for students' residualized gains in rhyming, alliteration, picture naming, and print and letter knowledge skills. Results indicated significant treatment effects on two of four outcome variables (rhyming and alliteration) and significant dosage effects on all four variables. The study demonstrated a significant positive impact of this intervention for prekindergartners at risk for reading failure.

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.

PubMed

Purpura, David J; Hume, Laura E; Sims, Darcey M; Lonigan, Christopher J

2011-12-01

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. Copyright © 2011 Elsevier Inc. All rights reserved.

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.

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

ERIC Educational Resources Information Center

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment.

PubMed

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

2015-01-01

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 were twofold. First, we sought to describe the print knowledge (print-concept knowledge, alphabet knowledge) of Spanish-speaking children with LI. Second, we determined the extent to which print-referencing intervention delivered by children's parents could improve print knowledge. Using a pre-test-post-test delayed treatment research design, 13 parent-child dyads were assigned to an intervention (n = 8) versus control (n = 5) condition. Children were drawn from a speech-language clinic and all were receiving services for LI. Caregivers in the intervention group implemented an 8-week home-reading programme following a systematic scope and sequence for improving children's print knowledge. Children showed individual differences in their print knowledge based on three baseline measures examining print-concept knowledge, alphabet knowledge and letter-sound knowledge. Those whose caregivers implemented the 8-week programme showed statistically and practically significant gains on two of the three measures over the intervention period. The results presented here may stimulate future research on the print knowledge of Spanish-speaking children with LI. Sources of individual differences are important to determine. Caregivers may use the intervention presented here as a potential avenue for improving children's print knowledge. © 2015 Royal College of Speech and Language Therapists.

Tier 1 and Tier 2 Early Intervention for Handwriting and Composing

ERIC Educational Resources Information Center

Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia

2006-01-01

Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…

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…

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,…

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…

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…

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…

Health literacy interventions for immigrant populations: a systematic review.

PubMed

Fernández-Gutiérrez, M; Bas-Sarmiento, P; Albar-Marín, M J; Paloma-Castro, O; Romero-Sánchez, J M

2018-03-01

Health literacy is considered a social health determinant that influences improvement in health, patient empowerment and reduction in inequalities. There is a lack of health literacy interventions for vulnerable social groups (i.e. immigrants), and nurses have shown little familiarity with the concept. This study aimed to identify and analyse whether interventions directed at immigrant populations improve the functional (basic reading, writing and arithmetic skills), interactive (social and cognitive skills) and critical (advanced cognitive and social skills in critically analyzing information and making informed decisions) dimensions of health literacy, taking into account the role played by nursing in these interventions. A systematic review of four databases including PubMed, PsycINFO, the Cochrane Library and ERIC was conducted to identify relevant articles published between 2000 and 2015. Thirty-four articles met the inclusion criteria, and nine articles used a validated instrument. Few specific health literacy interventions for immigrant populations were found. The main findings of the studies showed positive changes in functional health literacy. However, the interventions were less effective in improving interactive and critical health literacy. Several of the findings of this review were based on studies that had their own limitations. The assessment of the articles was not blinded, and the review was restricted to articles written in Spanish and English. The interventions studied were reported as being effective in improving health literacy in immigrants, particularly the functional aspects. Regarding the role played by nursing, this review observed little involvement. It is important for educational strategies to include health literacy dimensions. The concept of health literacy should be included as a Nursing Outcomes Classification and in its subsequent validation taxonomy. To promote community health, health literacy must be a prioritized objective of

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…

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…

Beyond Copying: A Comparison of Multi-Component Interventions on Chinese Early Literacy Skills

ERIC Educational Resources Information Center

Wang, Ying; McBride, Catherine

2017-01-01

This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5-7 years in mainland China…

Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits.

PubMed

Kruse, Lydia G; Spencer, Trina D; Olszewski, Arnold; Goldstein, Howard

2015-05-01

The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.

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…

Making a Difference: Findings from "Better Beginnings" a Family Literacy Intervention Programme

ERIC Educational Resources Information Center

Barratt-Pugh, Caroline; Allen, Nola

2011-01-01

Since 2005, "Better Beginnings", an early intervention, statewide family literacy programme developed by The State Library of Western Australia, has provided thousands of families with strategies and resources to promote and support book-sharing from birth. This paper reports on the key findings of an independent longitudinal evaluation…

A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills

ERIC Educational Resources Information Center

Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth

2014-01-01

A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…

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…

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…

Longitudinal Impacts of the Children's Literacy Initiative Professional Development, Coaching, and Model Classroom Intervention on Early Literacy Achievement

ERIC Educational Resources Information Center

Parkinson, Julia; Meakin, John; Salinger, Terry

2015-01-01

Student achievement in literacy has been a focal concern in the United States for many years. Improving teachers' knowledge and skill that leads to improved student achievement, particularly in the early grades, can place children on an improved trajectory that can have long-term impacts on life outcomes. Over the past decade, a large body of…

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…

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…

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…

Interventions for enhancing consumers' online health literacy.

PubMed

Car, Josip; Lang, Britta; Colledge, Anthea; Ung, Chuin; Majeed, Azeem

2011-06-15

Access to health information is critical to enable consumers to participate in decisions on health. Increasingly, such information is accessed via the internet, but a number of barriers prevent consumers making effective use of it. These barriers include inadequate skills to search, evaluate and use the information. It has not yet been demonstrated whether training consumers to use the internet for health information can result in positive health outcomes. To assess the effects of interventions for enhancing consumers' online health literacy (skills to search, evaluate and use online health information). We searched: the Cochrane Consumers and Communication Review Group Specialised Register; Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library, Issue 1 2008); MEDLINE (Ovid); EMBASE (Ovid); CINAHL (Dialog); ERIC (CSA Illumina); LISA (CSA Illumina); PsycINFO (Ovid); Index to scientific and technical proceedings; SIGLE; ASLIB Index to Theses; ProQuest Dissertation Abstracts; National Research Register/UK CRN Portfolio database; Current Controlled Trials - MetaRegister of Controlled Trials. We searched all databases for the period January 1990 to March 2008. Randomised controlled trials (RCTs), cluster RCTs and associated economic evaluations, quasi-RCTs, interrupted time series analyses, and controlled before and after (CBA) studies assessing interventions to enhance consumers' online health literacy, in any language. Two review authors independently selected studies for inclusion, assessed their quality and extracted data. We contacted study authors for clarification and to seek missing data. We presented results as a narrative and tabular summary, and calculated mean differences where appropriate. We included two studies: one randomised controlled trial (RCT) and one controlled before and after (CBA) study with a combined total of 470 participants. The RCT compared internet health information classes with patient education classes for

Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy

ERIC Educational Resources Information Center

Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara

2010-01-01

Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill,…

Media Literacy Interventions: What Makes Them Boom or Boomerang?

ERIC Educational Resources Information Center

Byrne, Sahara

2009-01-01

This study advances research on media literacy by comparing the effectiveness of two versions of a media literacy intervention over time. Participants (156 children in 4th or 5th grade) were randomly assigned to one of two treatment groups or a control group. Both treatment groups were exposed to an instructional intervention designed to reduce…

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…

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

Moving towards a Comprehensive Approach for Health Literacy Interventions: The Development of a Health Literacy Intervention Model.

PubMed

Geboers, Bas; Reijneveld, Sijmen A; Koot, Jaap A R; de Winter, Andrea F

2018-06-15

Low health literacy (HL) is associated with many negative health outcomes, and is a major challenge in public health and healthcare. Interventions to improve outcomes associated with HL are needed. In this paper, we aim to develop a comprehensive HL intervention model. We used a multimethod approach, consisting of (1) a literature review of articles listed in MEDLINE, presenting HL intervention models, (2) online consultation of international HL experts, and (3) two consensus meetings with members ( n = 36 and 27) of a consortium studying HL among older adults (50+) in Europe. In our literature review, we identified twenty-two HL models, only a few of which focused explicitly on interventions. Sixty-eight health literacy experts took part in the online survey. The results from all three methods came together in a comprehensive HL intervention model. This model conceptualized interventions as potentially targeting five factors affecting HL outcomes: (1) individuals’ personal characteristics, (2) individuals’ social context, (3) communication between individuals and health professionals, (4) health professionals’ HL capacities, and (5) health systems. Our model is the first comprehensive HL model focused specifically on interventions. The model can support the further development of HL interventions to improve the health outcomes of people with low HL.

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…

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.…

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…

The Effectiveness of an Emergent Literacy Intervention for Teenage Parents

ERIC Educational Resources Information Center

Scott, Amy; van Bysterveldt, Anne; McNeill, Brigid

2016-01-01

This study determined the effectiveness of an experimental emergent literacy intervention, targeting teenage mothers attending an educational facility. Using a pretest/posttest research design, 27 participants completed a 7­-week intervention based in the classroom, targeting a range of emergent literacy skills that they could utilize when reading…

A systematic review of health literacy interventions for people living with HIV

PubMed Central

Perazzo, Joseph; Reyes, Darcel; Webel, Allison

2017-01-01

Health literacy significantly impacts health-related outcomes among people living with HIV. Our aim was to systematically review current literature on health literacy interventions for people living with HIV. The authors conducted a thorough literature search following the PRISMA statement and the AMSTAR checklist as a guide, and found six studies that met inclusion/exclusion criteria. The majority of these interventions were designed to improve HIV treatment adherence as well as HIV knowledge and treatment-related skills, with one study focusing on e-Health literacy. Several of the studies demonstrated trends toward improvement in medication adherence, but most did not achieve statistical significance primarily due to methodological limitations. Significant improvements in knowledge, behavioral skills, and e-Health literacy were found following interventions (p = 0·001–0·05). Health literacy interventions have the potential to promote HIV-related knowledge, behavioral skills, and self-management practices. More research is needed to assess the efficacy of interventions to promote a variety of self-management practices. PMID:26864691

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…

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…

An Intervention and Assessment to Improve Information Literacy

ERIC Educational Resources Information Center

Scharf, Davida

2013-01-01

Purpose: The goal of the study was to test an intervention using a brief essay as an instrument for evaluating higher-order information literacy skills in college students, while accounting for prior conditions such as socioeconomic status and prior academic achievement, and identify other predictors of information literacy through an evaluation…

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…

The National Early Literacy Panel: A Summary of the Process and the Report

ERIC Educational Resources Information Center

Shanahan, Timothy; Lonigan, Christopher J.

2010-01-01

This article summarizes "Developing Early Literacy: Report of the National Early Literacy Panel," which was published in 2008.That report provides an extensive meta-analysis of approximately 300 studies showing which early literacy measures correlate with later literacy achievement. It also provides a series of meta-analyses of a comprehensive…

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,…

Effects of an eHealth Literacy Intervention for Older Adults

PubMed Central

2011-01-01

Background Older adults generally have low health and computer literacies, making it challenging for them to function well in the eHealth era where technology is increasingly being used in health care. Little is known about effective interventions and strategies for improving the eHealth literacy of the older population. Objective The objective of this study was to examine the effects of a theory-driven eHealth literacy intervention for older adults. Methods The experimental design was a 2 × 2 mixed factorial design with learning method (collaborative; individualistic) as the between-participants variable and time of measurement (pre; post) as the within-participants variable. A total of 146 older adults aged 56–91 (mean 69.99, SD 8.12) participated in this study during February to May 2011. The intervention involved 2 weeks of learning about using the National Institutes of Health’s SeniorHealth.gov website to access reliable health information. The intervention took place at public libraries. Participants were randomly assigned to either experimental condition (collaborative: n = 72; individualistic: n = 74). Results Overall, participants’ knowledge, skills, and eHealth literacy efficacy all improved significantly from pre to post intervention (P < .001 in all cases; effect sizes were >0.8 with statistical power of 1.00 even at the .01 level in all cases). When controlling for baseline differences, no significant main effect of the learning method was found on computer/Web knowledge, skills, or eHealth literacy efficacy. Thus, collaborative learning did not differ from individualistic learning in affecting the learning outcomes. No significant interaction effect of learning method and time of measurement was found. Group composition based on gender, familiarity with peers, or prior computer experience had no significant main or interaction effect on the learning outcomes. Regardless of the specific learning method used, participants had overwhelmingly

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…

eHealth Literacy and Intervention Tailoring Impacts the Acceptability of a HIV/STI Testing Intervention and Sexual Decision Making Among Young Gay and Bisexual Men.

PubMed

Horvath, Keith J; Bauermeister, José A

2017-02-01

We assessed whether young men who have sex with men's acceptability with the online Get Connected! intervention and subsequent sexual health decision making were influenced by their baseline eHealth literacy (high vs. low competency) and intervention tailoring (tailored or nontailored intervention condition). Compared to the high eHealth literacy/tailored intervention group: (1) those in the low eHealth literacy/tailored intervention condition and participants in the nontailored intervention condition (regardless of eHealth literacy score) reported lower intervention information quality scores; and (2) those in the low eHealth literacy/nontailored intervention group reported lower intervention system quality scores and that the intervention had less influence on their sexual health decision making. Future similar intervention research should consider how eHealth literacy might influence participants' abilities to navigate intervention content and integrate it into their sexual decision making.

Shared Decision Making Interventions: Theoretical and Empirical Evidence with Implications for Health Literacy.

PubMed

Stacey, Dawn; Hill, Sophie; McCaffery, Kirsten; Boland, Laura; Lewis, Krystina B; Horvat, Lidia

2017-01-01

Basic health literacy is required for making health decisions. The aim of this chapter is to discuss the use of shared decision making interventions for supporting patient involvement in making health decisions. The chapter provides a definition of shared decision making and discusses the link between shared decision making and the three levels of health literacy: functional, communicative/interactive, and critical. The Interprofessional Shared Decision Making Model is used to identify the various players involved: the patient, the family/surrogate/significant others, decision coach, and health care professionals. When patients are involved in shared decision making, they have better health outcomes, better healthcare experiences, and likely lower costs. Yet, their degree of involvement is influenced by their level of health literacy. Interventions to facilitate shared decision making are patient decision aids, decision coaching, and question prompt lists. Patient decision aids have been shown to improve knowledge, accurate risk perceptions, and chosen options congruent with patients' values. Decision coaching improves knowledge and patient satisfaction. Question prompts also improve satisfaction. When shared decision making interventions have been evaluated with patients presumed to have lower health literacy, they appeared to be more beneficial to disadvantaged groups compared to those with higher literacy or better socioeconomic status. However, special attention needs to be applied when designing these interventions for populations with lower literacy. Two case exemplars are provided to illustrate the design and choice of interventions to better support patients with varying levels of health literacy. Despite evidence indicating these interventions are effective for involving patients in shared decision making, few are used in routine clinical practice. To increase their uptake, implementation strategies need to overcome barriers interfering with their use

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,…

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.

Mother-Child Joint Writing and Storybook Reading and Their Effects on Kindergartners' Literacy: An Intervention Study

ERIC Educational Resources Information Center

Levin, Iris; Aram, Dorit

2012-01-01

This study assessed the effects of three different intervention programs on low-SES mother-child joint activities and on their kindergarten-age children's progress in early literacy and language. Parents in three groups (119 mothers, 5 fathers) were coached to mediate child learning, respectively, in: interactive storybook reading, writing, or…

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…

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…

Integrating Participatory Design and Health Literacy to Improve Research and Interventions.

PubMed

Neuhauser, Linda

2017-01-01

Health communication is an essential health promotion strategy to convert scientific findings into actionable, empowering information for the public. Health communication interventions have shown positive outcomes, but many efforts have been disappointing. A key weakness is that expert-designed health communication is often overly generic and not adequately aligned with the abilities, preferences and life situations of specific audiences. The emergence of the field of health literacy is providing powerful theoretical guidance and practice strategies. Health literacy, in concert with other determinants of health, has greatly advanced understanding of factors that facilitate or hinder health promotion at individual, organizational and community settings. However, health literacy models are incomplete and interventions have shown only modest success to date. A challenge is to move beyond the current focus on individual comprehension and address deeper factors of motivation, self-efficacy and empowerment, as well as socio-environmental influences, and their impact to improve health outcomes and reduce health disparities. Integrating participatory design theory and methods drawn from social sciences and design sciences can significantly improve health literacy models and interventions. Likewise, researchers and practitioners using participatory design can greatly benefit from incorporating health literacy principles into their efforts. Such interventions at multiple levels are showing positive health outcomes and reduction of health disparities, but this approach is complex and not yet widespread. This chapter focuses on research findings about health literacy and participatory design to improve health promotion, and practical guidance and case examples for researchers, practitioners and policymakers.

The influence of health literacy level on an educational intervention to improve glaucoma medication adherence.

PubMed

Muir, Kelly W; Ventura, Alice; Stinnett, Sandra S; Enfiedjian, Abraham; Allingham, R Rand; Lee, Paul P

2012-05-01

To test an educational intervention targeted to health literacy level with the goal of improving glaucoma medication adherence. One hundred and twenty-seven veterans with glaucoma were randomized to glaucoma education or standard care. The intervention included a video scripted at a 4th, 7th, or 10th grade level, depending on the subject's literacy level. After six months, the number of days without glaucoma medicine (DWM) according to pharmacy records for the intervention and control groups was compared. The number of DWM in the six months following enrollment was similar for control and intervention groups (intervention, n=67, DWM=63 ± 198; standard care, n=60, DWM=65 ± 198; p=0.708). For each subgroup of literacy (adequate, marginal, inadequate), subjects in the intervention group experienced less mean DWM than subjects in the control group and the effect size (ES) increased as literacy decreased: adequate literacy, ES 0.069; marginal, ES 0.183, inadequate, ES 0.363. Decreasing health literacy skills were associated with decreasing self-reported satisfaction with care (slope=0.017, SE=0.005, p=0.002). Patients with decreased health literacy skills may benefit from educational efforts tailored to address their health literacy level and learning style. Providers should consider health literacy skills when engaging in glaucoma education. Published by Elsevier Ireland Ltd.

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…

Patient and public involvement in health literacy interventions: a mapping review.

PubMed

Howard Wilsher, Stephanie; Brainard, Julii; Loke, Yoon; Salter, Charlotte

2017-01-01

If people can read, understand and act on health information to better their health and reduce illness, they are thought to have "adequate" health literacy. Poor health literacy can mean people are less able to access health care and manage their health. Health literacy tends to worsen as adults get older, and is especially poor in adults age 65 and over. Ideally, health literacy interventions target people before age 65, to establish good skills and habits before people have many health problems associated with ageing. It is also good if researchers consult ordinary people, including patients and the public (PPI) when planning a programme to try to improve health literacy. This may help ensure individual needs are catered for.We therefore looked for studies that described any role of patient or public representatives in the research planning stages. We explored how the representatives contributed to each project. We found only 20 studies that included people other than the research team. Lack of reporting and consultation with patient and public representatives may contribute to less success when public health programmes are undertaken. Health literacy is the ability to understand, access and use health care and is a critical mediating factor that affects the health of older adults. Patient and public involvement in health and social care research, policy and design of care delivery is one mechanism that can promote production of better health literacy. This mapping review looks for and describes practices, concepts and methods that have been reported involving patients and public in the development and design of health literacy interventions for older people. Studies for the present review were selected from an inventory of health behaviour studies published between 2003 and 2013. The inventory was created by systematic searches on bibliographic databases (Medline, CINAHL, Scopus, Google) for health literacy interventions involving older people (50+ years) and

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…

A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education

ERIC Educational Resources Information Center

Levy, Rachael

2016-01-01

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

ERIC Educational Resources Information Center

McConnell, Scott R.; Wackerle-Hollman, Alisha K.; Roloff, Tracy A.; Rodriguez, Michael

2014-01-01

The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement is essential for implementing any viable RTI system, and implementing such a system in early…

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…

Adolescent Literacy on the Margin: Regression-Discontinuity Evidence from a "Double Dose" Middle Grades Literacy Intervention

ERIC Educational Resources Information Center

Dougherty, Shaun M.

2013-01-01

This paper provides causal evidence to answer the question, "Does the application of a double dose of literacy instruction in middle school improve student performance on subsequent academic outcomes?" The focus of this paper is on an intervention where the second dose of literacy instruction uses research-based instructional strategies,…

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…

A Cardiovascular Health Intervention for Spanish Speakers: The Health Literacy and ESL Curriculum.

PubMed

Soto Mas, Francisco; Schmitt, Cheryl L; Jacobson, Holly E; Myers, Orrin B

2018-02-10

Spanish speakers in the United States are in need of effective interventions that address both cardiovascular disease (CVD) and health literacy. However, the literature lacks interventions that have used and evaluated a strategies that focus on both, particularly at the community level. The aim of this study was to explore the effect of a health literacy curriculum on cardiovascular health behavior among Spanish speaking adults. It used a randomized controlled pre-posttest design. Participants included Hispanic adults with a low-to-intermediate level of English proficiency. The intervention group received the health literacy and English as a second language (ESL) Curriculum with CVD specific content, while the control group received a conventional ESL curriculum. Tools included the Spanish Cardiovascular Health Questionnaire (CSC), the test of functional health literacy in adults (TOFHLA), and the Combined English Language Skills Assessment. Analysis of change scores included independent sample t test and multiple linear regression. A total of 155 participants completed the study. There was a significant greater improvement for the intervention group in change of CSC score from pretest to posttest (P = 0.049) compared to controls. The study also found significantly improved TOFHLA (P = 0.011), however it did not find a relationship between changes in CVD behavior and health literacy or English proficiency. The Health Literacy and ESL Curriculum constitutes a valuable resource for addressing the cardiovascular health, literacy, and language needs of Spanish-speaking adults. Interventions that take a multilevel education and health approach may be more effective in addressing the needs of immigrants. Research should further explore the interactions between CVD behavior, health literacy, and English proficiency.

Integrating the Principles of Socioecology and Critical Pedagogy for Health Promotion Health Literacy Interventions.

PubMed

Dawkins-Moultin, Lenna; McDonald, Andrea; McKyer, Lisako

2016-01-01

While health literacy research has experienced tremendous growth in the last two decades, the field still struggles to devise interventions that lead to lasting change. Most health literacy interventions are at the individual level and focus on resolving clinician-patient communication difficulties. As a result, the interventions use a deficit model that treats health literacy as a patient problem that needs to be fixed or circumvented. We propose that public health health literacy interventions integrate the principles of socioecology and critical pedagogy to develop interventions that build capacity and empower individuals and communities. Socioecology operates on the premise that health outcome is hinged on the interplay between individuals and their environment. Critical pedagogy assumes education is inherently political, and the ultimate goal of education is social change. Integrating these two approaches will provide a useful frame in which to develop interventions that move beyond the individual level.

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.

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…

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.

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.

Transformative Learning Intervention: Effect on Functional Health Literacy and Diabetes Knowledge in Older African Americans

ERIC Educational Resources Information Center

Ntiri, Daphne W.; Stewart, Merry

2009-01-01

This study evaluated the effect of a transformative learning (TL) intervention on functional health literacy and diabetes knowledge in older African Americans. Twenty participants from senior community centers completed a six-session intervention. The short-form Test of Functional Health Literacy in Adults (s-TOFHLA), Literacy Assessment for…

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.

Long-Term Outcome of the Early Identification and Intervention of Reading Disabilities

ERIC Educational Resources Information Center

Partanen, Marita; Siegel, Linda S.

2014-01-01

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…

A multilevel intervention to increase physical activity and improve healthy eating and physical literacy among young children (ages 3-5) attending early childcare centres: the Healthy Start-Départ Santé cluster randomised controlled trial study protocol.

PubMed

Bélanger, Mathieu; Humbert, Louise; Vatanparast, Hassan; Ward, Stéphanie; Muhajarine, Nazeem; Chow, Amanda Froehlich; Engler-Stringer, Rachel; Donovan, Denise; Carrier, Natalie; Leis, Anne

2016-04-12

Childhood obesity is a growing concern for public health. Given a majority of children in many countries spend approximately 30 h per week in early childcare centers, this environment represents a promising setting for implementing strategies to foster healthy behaviours for preventing and controlling childhood obesity. Healthy Start-Départ Santé was designed to promote physical activity, physical literacy, and healthy eating among preschoolers. The objectives of this study are to assess the effectiveness of the Healthy Start-Départ Santé intervention in improving physical activity levels, physical literacy, and healthy eating among preschoolers attending early childcare centers. This study follows a cluster randomized controlled trial design in which the childcare centers are randomly assigned to receive the intervention or serve as usual care controls. The Healthy Start-Départ Santé intervention is comprised of interlinked components aiming to enable families and educators to integrate physical activity and healthy eating in the daily lives of young children by influencing factors at the intrapersonal, interpersonal, organizational, community, physical environment and policy levels. The intervention period, spanning 6-8 months, is preceded and followed by data collections. Participants are recruited from 61 childcare centers in two Canadian provinces, New Brunswick and Saskatchewan. Centers eligible for this study have to prepare and provide meals for lunch and have at least 20 children between the ages of 3 and 5. Centers are excluded if they have previously received a physical activity or nutrition promoting intervention. Eligible centers are stratified by province, geographical location (urban or rural) and language (English or French), then recruited and randomized using a one to one protocol for each stratum. Data collection is ongoing. The primary study outcomes are assessed using accelerometers (physical activity levels), the Test of Gross Motor

Further Evidence for the Efficacy of an Evidence-Based, Small Group, Literacy Intervention Program for Young Struggling Readers

ERIC Educational Resources Information Center

Wheldall, Kevin; Wheldall, Robyn; Madelaine, Alison; Reynolds, Meree; Arakelian, Sarah

2017-01-01

An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers.…

Summer Literacy Intervention for Homeless Children Living in Transitional Housing

ERIC Educational Resources Information Center

Willard, Adrienne Lisa; Kulinna, Pamela Hodges

2012-01-01

This study reports the findings of a six-week summer literacy program conducted at a transitional housing facility for homeless families in the Southwestern region of the U.S. This study is grounded on the body of knowledge on students' literacy and homelessness. The intervention included one-on-one instruction by tutors. This study examined…

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…

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…

Early Literacy Measures for Improving Student Reading Achievement: Translating Research into Practice

ERIC Educational Resources Information Center

Marston, Doug; Pickart, Mary; Reschly, Amy; Heistad, David; Muyskens, Paul; Tindal, Gerald

2007-01-01

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy…

Defining Meaningful Literacy: Findings from a Socially-Oriented Literacy Intervention for Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Deagle, Elena; D'Amico, Miranda

2016-01-01

The current study is a qualitative analysis of the results of a literacy skills intervention with a group comprising of three individuals with Down syndrome and three individuals with other developmental disabilities. The intervention was developed to address the concern that individuals in this population are often only exposed to functional…

Psychological Aspects of Cosmetic Surgery among Females: A Media Literacy Training Intervention

PubMed Central

Khazir, Zahra; Dehdari, Tahereh; Majdabad, Mahmood Mahmoodi; Tehrani, Said Pournaghash

2016-01-01

Introduction: The present study examined the favorable attitude of a sample of female university students regarding elective cosmetic surgery, body dysmorphic disorder, self-esteem and body dissatisfaction following a media literacy training intervention. Methods: This study was a quasi-experimental type. The study sample included 140 female university students who were allocated to either the intervention (n=70) or the control group (n=70). Attitude toward cosmetic surgery, body dysmorphic disorder, self-esteem and, body satisfaction was measured in both groups before the intervention and 4 weeks later. Four media literacy training sessions were conducted over 4 weeks for the intervention group. The data was analyzed through analysis of covariance, student’s paired-samples t test, and Pearson correlation. Results: Our findings showed that favorable attitude, body dysmorphic disorder and body dissatisfaction scores were significantly lower (p<0.05) in the intervention group than the control group. Furthermore, self-esteem score increased significantly in the intervention group. Conclusions: Our results underscores the importance of media literacy intervention in decreasing female’s favorable attitude towards elective cosmetic surgery, body dysmorphic disorder and body dissatisfaction as well as increasing self-esteem. PMID:26383204

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…

An oral health literacy intervention for Indigenous adults in a rural setting in Australia.

PubMed

Parker, Eleanor J; Misan, Gary; Chong, Alwin; Mills, Helen; Roberts-Thomson, Kaye; Horowitz, Alice M; Jamieson, Lisa M

2012-06-20

Indigenous Australians suffer substantially poorer oral health than their non-Indigenous counterparts and new approaches are needed to address these disparities. Previous work in Port Augusta, South Australia, a regional town with a large Indigenous community, revealed associations between low oral health literacy scores and self-reported oral health outcomes. This study aims to determine if implementation of a functional, context-specific oral health literacy intervention improves oral health literacy-related outcomes measured by use of dental services, and assessment of oral health knowledge, oral health self-care and oral health- related self-efficacy. This is a randomised controlled trial (RCT) that utilises a delayed intervention design. Participants are Indigenous adults, aged 18 years and older, who plan to reside in Port Augusta or a nearby community for the next two years. The intervention group will receive the intervention from the outset of the study while the control group will be offered the intervention 12 months following their enrollment in the study. The intervention consists of a series of five culturally sensitive, oral health education workshops delivered over a 12 month period by Indigenous project officers. Workshops consist of presentations, hands-on activities, interactive displays, group discussions and role plays. The themes addressed in the workshops are underpinned by oral health literacy concepts, and incorporate oral health-related self-efficacy, oral health-related fatalism, oral health knowledge, access to dental care and rights and entitlements as a patient. Data will be collected through a self-report questionnaire at baseline, at 12 months and at 24 months. The primary outcome measure is oral health literacy. Secondary outcome measures include oral health knowledge, oral health self-care, use of dental services, oral health-related self-efficacy and oral health-related fatalism. This study uses a functional, context-specific oral

Systematic review of health literacy in Cochrane database studies on paediatric asthma educational interventions: searching beyond rigorous design.

PubMed

Zeni, Mary Beth

2012-03-01

The purpose of this study was to evaluate if paediatric asthma educational intervention studies included in the Cochrane Collaboration database incorporated concepts of health literacy. Inclusion criteria were established to identify review categories in the Cochrane Collaboration database specific to paediatric asthma educational interventions. Articles that met the inclusion criteria were selected from the Cochrane Collaboration database in 2010. The health literacy definition from Healthy People 2010 was used to develop a 4-point a priori rating scale to determine the extent a study reported aspects of health literacy in the development of an educational intervention for parents and/or children. Five Cochrane review categories met the inclusion criteria; 75 studies were rated for health literacy content regarding educational interventions with families and children living with asthma. A priori criteria were used for the rating process. While 52 (69%) studies had no information pertaining to health literacy, 23 (31%) reported an aspect of health literacy. Although all studies maintained the rigorous standards of randomized clinical trials, a model of health literacy was not reported regarding the design and implementation of interventions. While a more comprehensive health literacy model for the development of educational interventions with families and children may have been available after the reviewed studies were conducted, general literacy levels still could have been addressed. The findings indicate a need to incorporate health literacy in the design of client-centred educational interventions and in the selection criteria of relevant Cochrane reviews. Inclusion assures that health literacy is as important as randomization and statistical analyses in the research design of educational interventions and may even assure participation of people with literacy challenges. © 2012 The Author. International Journal of Evidence-Based Healthcare © 2012 The Joanna

Systematic development and implementation of interventions to OPtimise Health Literacy and Access (Ophelia).

PubMed

Beauchamp, Alison; Batterham, Roy W; Dodson, Sarity; Astbury, Brad; Elsworth, Gerald R; McPhee, Crystal; Jacobson, Jeanine; Buchbinder, Rachelle; Osborne, Richard H

2017-03-03

The need for healthcare strengthening to enhance equity is critical, requiring systematic approaches that focus on those experiencing lesser access and outcomes. This project developed and tested the Ophelia (OPtimising HEalth LIteracy and Access) approach for co-design of interventions to improve health literacy and equity of access. Eight principles guided this development: Outcomes focused; Equity driven, Needs diagnosis, Co-design, Driven by local wisdom, Sustainable, Responsive and Systematically applied. We report the application of the Ophelia process where proof-of-concept was defined as successful application of the principles. Nine sites were briefed on the aims of the project around health literacy, co-design and quality improvement. The sites were rural/metropolitan, small/large hospitals, community health centres or municipalities. Each site identified their own priorities for improvement; collected health literacy data using the Health Literacy Questionnaire (HLQ) within the identified priority groups; engaged staff in co-design workshops to generate ideas for improvement; developed program-logic models; and implemented their projects using Plan-Do-Study-Act (PDSA) cycles. Evaluation included assessment of impacts on organisations, practitioners and service users, and whether the principles were applied. Sites undertook co-design workshops involving discussion of service user needs informed by HLQ (n = 813) and interview data. Sites generated between 21 and 78 intervention ideas and then planned their selected interventions through program-logic models. Sites successfully implemented interventions and refined them progressively with PDSA cycles. Interventions generally involved one of four pathways: development of clinician skills and resources for health literacy, engagement of community volunteers to disseminate health promotion messages, direct impact on consumers' health literacy, and redesign of existing services. Evidence of application of

A randomized controlled trial of an early-intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children.

PubMed

O'Callaghan, Paul; McIvor, Aimee; McVeigh, Claire; Rushe, Teresa

2016-12-01

Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2). Children were recruited from the equivalent year groups to Reception and Year 1 in England and Wales, and Pre-kindergarten and Kindergarten in North America. A total of 98 below-average pupils were randomized (T0) to either an 8-week block (x¯ = 647.51 min, SD = 158.21) of daily access to Lexia Reading Core5 (n = 49) or a waiting-list control group (n = 49). Assessment of phonological skills was completed at post-intervention (T1) and at 2-month follow-up (T2) for the intervention group only. Analysis of covariance which controlled for baseline scores found that the Lexia Reading Core5 intervention group made significantly greater gains in blending, F(1, 95) = 6.50, p = .012, partial η 2  = .064 (small effect size) and non-word reading, F(1, 95) = 7.20, p = .009, partial η 2  = .070 (small effect size). Analysis of the 2-month follow-up of the intervention group found that all group treatment gains were maintained. However, improvements were not uniform among the intervention group with 35% failing to make progress despite access to support. Post-hoc analysis revealed that higher T0 phonological working memory scores predicted improvements made in phonological skills. An early-intervention, computer-based literacy program can be effective in boosting the phonological skills of 4- to 6-year-olds, particularly if these literacy difficulties are not linked to phonological working memory deficits. © 2016 The British Psychological Society.

Effectiveness of Musculoskeletal Education Interventions in People With Low Literacy Levels: A Systematic Review

PubMed Central

Lowe, Wendy; Ballinger, Claire; Protheroe, Jo; Lueddeke, Jill; Nutbeam, Don; Armstrong, Ray; Falzon, Louise; Edwards, Chris; Russell, Cynthia; McCaffery, Kirsten; Adams, Jo

2013-01-01

Objective To conduct a systematic review to assess the effectiveness of patient education interventions delivered or directed by health professionals for people with musculoskeletal conditions who also have lower levels of literacy. Methods Electronic databases were searched from 1946 to May 2012. Randomized controlled trials with primary interventions designed specifically for individuals with musculoskeletal conditions and lower levels of literacy were eligible for inclusion. The quality of the study was determined by assessing method of randomization, allocation concealment, creation and maintenance of comparable groups, blinding of patients and providers, control of confounding, and the validity and reliability of outcome measures. Results Of the 2,440 studies located using the search strategy, 6 studies met the inclusion criteria. Three public health community studies and 3 rheumatology clinic-based studies delivered educational programs to people with musculoskeletal conditions who also had lower levels of literacy. Three moderate quality studies suggest that musculoskeletal educational interventions had a small short-term effect on knowledge and 2 moderate quality studies suggest musculoskeletal interventions had a small effect on self-efficacy (although results on self-efficacy were conflicting in 1 of these studies). Only 1 moderate quality study showed a small effect on anxiety and 1 on self-perceived health and well-being in people with lower literacy. Conclusion High quality evidence is lacking on the effectiveness of musculoskeletal education interventions for people with lower literacy levels. Research programs that test the effectiveness of patient education interventions for arthritis must recruit and engage people with lower levels of literacy. PMID:23925869

Inattention and Response to the ABRACADABRA Web-Based Literacy Intervention

ERIC Educational Resources Information Center

Deault, Louise; Savage, Robert; Abrami, Philip

2009-01-01

Inattention is often associated with reduced response to reading intervention. This study explored attention as a predictor of individual variation in response to a free-access Web-based literacy intervention, ABRACADABRA (http://abralite.concordia.ca) in typical Grade 1 children. A randomized control design was used to contrast two interventions,…

Addressing Inadequacies of the Observation Survey of Early Literacy Achievement

ERIC Educational Resources Information Center

D'Agostino, Jerome V.; Rodgers, Emily; Mauck, Susan

2018-01-01

The authors used nationally based, random sample data from three different years (2009-2010, 2011-2012, and 2014-2015) for nearly 20,000 first-grade students (n = 9,760, 3,657, and 3,121, respectively) to examine long-reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement…

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…

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…

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.

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.

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…

A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI)

ERIC Educational Resources Information Center

Ransford-Kaldon, Carolyn; Flynt, E. Sutton; Ross, Cristin

2011-01-01

The purpose of this study was twofold: (1) to determine the efficacy of the Leveled Literacy Intervention program (LLI) in increasing reading achievement for K-2 students and (2) to examine LLI program implementation fidelity. This study evaluated LLI in two U.S. school districts and used a mixed-method design to address the following key research…

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…

Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention

ERIC Educational Resources Information Center

Greenwood, Charles R.; Abbott, Mary; Beecher, Constance; Atwater, Jane; Petersen, Sarah

2017-01-01

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support…

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…

The Health Literacy and ESL study: a community-based intervention for Spanish-speaking adults.

PubMed

Soto Mas, Francisco; Ji, Ming; Fuentes, Brenda O; Tinajero, Josefina

2015-04-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits.

The Health Literacy and ESL Study: A Community-Based Intervention for Spanish-Speaking Adults

PubMed Central

MAS, FRANCISCO SOTO; JI, MING; FUENTES, BRENDA O.; TINAJERO, JOSEFINA

2015-01-01

Although Hispanics have a documented high risk of limited health literacy, there is a scarcity of research with this population group, and particularly with Hispanic immigrants who generally confront language barriers that have been related to low health literacy. The National Action Plan to Improve Health Literacy identified community-based English-language instruction as a strategy that can facilitate a health literate society. However, the literature lacks discussion on this type of intervention. This randomized control trial aimed to test the feasibility of using conventional English-as-a-second-language (ESL) instruction for improving health literacy among Spanish-speaking adults. Objectives included the development, implementation, and evaluation of a health literacy/ESL curriculum. The Test of Functional Health Literacy in Adults (TOFHLA) in English was used to assess health literacy levels. Analyses included independent sample t test, chi-square, and multiple linear regression. A total of 155 people participated. Results showed a significantly higher increase in the TOFHLA posttest score in the intervention group (p = .01), and noticeable differences in health literacy levels between groups. Results indicate that ESL constitutes a promising venue for improving health literacy among Spanish-speaking adults. Incorporating health literacy-related content may provide additional benefits. PMID:25602615

"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…

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…

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…

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

ERIC Educational Resources Information Center

Probst, Donnell

2017-01-01

Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for…

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…

Early Intervention.

ERIC Educational Resources Information Center

Nathanson, Jeanne H., Ed.

1992-01-01

This theme issue focuses on early intervention. The four articles presented on this theme are: (1) "Deaf Infants, Hearing Mothers: A Research Report" (Kathryn P. Meadow-Orlans, and others), reporting findings on effects of auditory loss on early development; (2) "Maintaining Involvement of Inner City Families in Early Intervention Programs through…

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…

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…

Interventions for improving the research literacy of nurses: a systematic review.

PubMed

Hines, Sonia; Ramsbotham, Joanne; Coyer, Fiona

2016-02-01

Despite the importance of research literacy for nurses, many nurses report feeling unable to effectively read and understand research, which in turn results in lower research utilization in practice. Nurses themselves identify poor experiences with trying to understand and use research as factors that contribute to a reluctance to utilize research. This reluctance often leads nurses to seek other sources of information, such as colleagues, instead. The objective of this review was to identify the effectiveness of research literacy interventions on the research literacy of registered nurses. Registered nurses.Interventions of interest were those that evaluated the effectiveness of workplace educational programs or interventions conducted in a healthcare organization or tertiary-level educational facility aiming to improve or increase registered nurses' understanding of research literature.Outcomes of interest were research literacy, measured explicitly or as research knowledge, research understanding, use of research evidence in practice, and/or ability to critically appraise research.We considered experimental study designs such as randomized controlled trials, nonrandomized controlled trials, quasi-experimental, and before and after studies. A wide range of databases were searched in order to provide the most complete possible review of the evidence. Initial keywords used were: "research litera*", "research education", "research knowledge", "evidence-based practice education". Papers selected for retrieval were assessed by two independent reviewers for methodological validity prior to inclusion in the review using standardized critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data were extracted from papers included in the review using the standardized data extraction tool from JBI-MAStARI. Quantitative data would have been, if possible, pooled in statistical meta

Assisting Vulnerable Communities: Canyon Ranch Institute's and Health Literacy Media's Health Literacy and Community-Based Interventions.

PubMed

Pleasant, Andrew

2017-01-01

Canyon Ranch Institute and Health Literacy Media are a 501(c)3 non-profit public charity working to improve health based on the best evidence-based practices of health literacy and integrative health. As an organization, we offer a spectrum of health literacy work extending from plain language services to intensive community-based interventions. (See www.canyoranchinstitute.org & www.healthliteracy.media) In this chapter, we discuss the methodologies and outcomes of two of those community-based interventions - the Canyon Ranch Institute Life Enhancement Program and our Theater for Health program. Perhaps uniquely, an underpinning approach to both efforts is based on the increasing body of evidence of health literacy as a social determinant of health. Therefore, our research and evaluation of these programs captures not only changes in knowledge, attitudes, and beliefs but explicitly includes changes in informed behavior change and objective health outcomes as well. Our work makes it clear - that if you engage people in a health literate approach to informed behavior change (and respect their knowledge of their own lives and context) you can help people help themselves to better health. Further, from the perspective of health as a right and a resource for living, we find people who advance their health use this resource to continually better their own and their family's lives as well as the communities where they live. Hopefully, the examples provided in this chapter provide a sense of direction and motivation to others to fully explore the potential of health literacy to improve health and well-being, increase satisfaction with life, and produce health outcomes at a lower cost.

Reducing the Matthew Effect: Lessons from the "ExCELL" Head Start Intervention

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Erhart, Amber C.; Wasik, Barbara A.

2012-01-01

Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the "ExCELL" ("Ex"ceptional "C"oaching for "E"arly "L"anguage and "L"iteracy) language and literacy professional development intervention for…

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…

Prevention and early intervention to improve mental health in higher education students: a review.

PubMed

Reavley, Nicola; Jorm, Anthony F

2010-05-01

The age at which most young people are in higher education is also the age of peak onset for mental and substance use disorders, with these having their first onset before age 24 in 75% of cases. In most developed countries, over 50% of young people are in higher education. To review the evidence for prevention and early intervention in mental health problems in higher education students. The review was limited to interventions targeted to anxiety, depression and alcohol misuse. Interventions to review were identified by searching PubMed, PsycINFO and the Cochrane Database of Systematic Reviews. Interventions were included if they were designed to specifically prevent or intervene early in the general (non-health professional) higher education student population, in one or more of the following areas: anxiety, depression or alcohol misuse symptoms, mental health literacy, stigma and one or more behavioural outcomes. For interventions to prevent or intervene early for alcohol misuse, evidence of effectiveness is strongest for brief motivational interventions and for personalized normative interventions delivered using computers or in individual face-to-face sessions. Few interventions to prevent or intervene early with depression or anxiety were identified. These were mostly face-to-face, cognitive-behavioural/skill-based interventions. One social marketing intervention to raise awareness of depression and treatments showed some evidence of effectiveness. There is very limited evidence that interventions are effective in preventing or intervening early with depression and anxiety disorders in higher education students. Further studies, possibly involving interventions that have shown promise in other populations, are needed.

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/.

Bee SAFE, a Skill-Building Intervention to Enhance CAM Health Literacy: Lessons Learned.

PubMed

Shreffler-Grant, Jean; Nichols, Elizabeth G; Weinert, Clarann

2018-05-01

The purpose is to describe a feasibility study of a skill-building intervention to enhance health literacy about complementary and alternative (CAM) therapies among older rural adults and share lessons learned. A study was designed to examine the feasibility of an intervention to enhance CAM health literacy. The theme was "Bee SAFE" for Be a wise user of CAM, Safety, Amount, From where, and Effect. Modules were presented face to face and by webinar with older adults at a senior center in one small rural community. The team achieved its purpose of designing, implementing, and evaluating the intervention and assessing if it could be implemented in a rural community. The implementation challenges encountered and lessons learn are discussed. By improving CAM health literacy, older rural adults with chronic health conditions can make well-reasoned decisions about using CAM for health promotion and illness management. The goal is to implement the Bee SAFE intervention in other rural communities; thus team members were attentive to lessons to be learned before investing time, effort, and expense in the larger intervention. It is hoped that the lessons learned can be instructive to others planning projects in rural communities.

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.…

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)

The Association between Expressive Grammar Intervention and Social and Emergent Literacy Outcomes for Preschoolers with SLI

ERIC Educational Resources Information Center

Washington, Karla N.

2013-01-01

Purpose: To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes. Method: This investigation was a follow-up to a recently published study exploring…

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…

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…

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

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.

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…

A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders.

PubMed

McLean, Siân A; Wertheim, Eleanor H; Masters, Jennifer; Paxton, Susan J

2017-07-01

This pilot study investigated the effectiveness of a social media literacy intervention for adolescent girls on risk factors for eating disorders. A quasi-experimental pre- to post-test design comparing intervention and control conditions was used. Participants were 101 adolescent girls (M age  = 13.13, SD = 0.33) who were allocated to receive three social media literacy intervention lessons (n = 64) or to receive classes as usual (n = 37). Self-report assessments of eating disorder risk factors were completed one week prior to, and one week following the intervention. Significant group by time interaction effects revealed improvements in the intervention condition relative to the control condition for body image (body esteem-weight; d = .19), disordered eating (dietary restraint; d = .26) and media literacy (realism scepticism; d = .32). The outcomes of this pilot study suggest that social media literacy is a potentially useful approach for prevention of risk for eating disorders in adolescent girls in the current social media environment of heightened vulnerability. Replication of this research with larger, randomized controlled trials, and longer follow-up is needed. © 2017 Wiley Periodicals, Inc.

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…

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…

Effectiveness of training intervention to improve medical student's information literacy skills.

PubMed

Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Yousefi, Mahmood

2016-12-01

This study aimed to assess the efficiency of delivering a 4-month course of "effective literature search" among medical postgraduate students for improving information literacy skills. This was a cross-sectional study in which 90 postgraduate students were randomly selected and participated in 12 training sessions. Effective search strategies were presented and the students' attitude and competency concerning online search were measured by a pre- and post-questionnaires and skill tests. Data were analyzed by SPSS version 16 using t-test. There was a significant improvement (p=0.00), in student's attitude. The mean (standard deviation [SD]) was 2.9 (0.8) before intervention versus the mean (SD) 3.9 (0.7) after intervention. Students' familiarity with medical resources and databases improved significantly. The data showed a significant increase (p=0.03), in students' competency score concerning search strategy design and conducting a search. The mean (SD) was 2.04 (0.7) before intervention versus the mean (SD) 3.07 (0.8) after intervention. Also, students' ability in applying search and meta search engine improved significantly. This study clearly acknowledges that the training intervention provides considerable opportunity to improve medical student's information literacy skills.

Impact of a Brief Literacy Intervention on Urban Preschoolers.

ERIC Educational Resources Information Center

Sharif, Iman; Ozuah, Philip O.; Dinkevich, Eugene I.; Mulvihill, Michael

2003-01-01

This study examined the impact of a literacy intervention comprised of four parent workshops about reading to children on preschoolers' receptive vocabulary. Findings indicated that children of parents attending the workshops had a significant 7- point increase in their Peabody Picture Vocabulary Test scores at a 7-month follow-up. Parent…

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.

The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework

ERIC Educational Resources Information Center

Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R.

2011-01-01

As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in…

The Effects of Summer School on Early Literacy Skills of Children from Low-Income Families

ERIC Educational Resources Information Center

Xu, Yaoying; De Arment, Serra

2017-01-01

The early childhood literature has documented the impact of early literacy experience on children's later language and literacy development. The research also showed the achievement gap between children from lower socio-economic status and their peers from more economically advantaged backgrounds. To address this gap, the existing literature has…

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).

Reading Dual Language Books: Improving Early Literacy Skills in Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Naqvi, Rahat; Thorne, Keoma J; Pfitscher, Christina M; Nordstokke, David W; McKeough, Anne

2013-01-01

Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60…

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…

Effects of an Emotional Literacy Intervention for Students Identified with Bullying Behaviour

ERIC Educational Resources Information Center

Knowler, Claire; Frederickson, Norah

2013-01-01

The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional…

Feasibility of mobile health game "Fume" in supporting tobacco-related health literacy among early adolescents: A three-armed cluster randomized design.

PubMed

Parisod, Heidi; Pakarinen, Anni; Axelin, Anna; Löyttyniemi, Eliisa; Smed, Jouni; Salanterä, Sanna

2018-05-01

New interventions supporting health literacy and a tobacco-free lifestyle in adolescence are needed to narrow the widening gap in existing health inequalities. Health games offer potential and could be utilized for example in school healthcare, but more research is needed to increase the understanding of the effects of game elements in health interventions. The aim of this feasibility study is to determine the short-term effectiveness of the tobacco-related mobile health game Fume and a non-gamified website in comparison with a no-intervention control group, regarding tobacco-related health literacy among 10-13-year-old early adolescents. In addition, we compare the demand for and acceptability of Fume to that of the website. In total, 151 early adolescents participated in this single-blinded, three-armed cluster randomized trial. The participants from three municipalities in southwest Finland were randomly allocated between a group with access to the health game Fume (n = 61), a group with access to the website (n = 47), and a group with no intervention (n = 43). The intervention groups first participated in a 20-min training session with Fume/the website, and then had two weeks to use Fume/the website based on their own interest. Short-term effectiveness was measured by primary (anti-smoking self-efficacy) and secondary (smoking outcome expectations, attitudes towards tobacco use, tobacco-use motives, motivation to decline tobacco use in the future, and knowledge about tobacco) outcomes derived from the theory-based determinants of tobacco-related health literacy and evaluated with self-assessment questionnaires at baseline and post-intervention (after a two-week follow-up). For evaluating the demand, the actual use of Fume/the website was tracked during the two-week period. Regarding acceptability, the raised interest towards Fume/the website and opinions about the interventions were evaluated post-intervention. Differences were tested with the Mc

Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D.

2018-01-01

This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions,…

You Must Not Spank Your Children in America: Hmong Parenting Values, Corporal Punishment, and Early Childhood Intervention Programs.

ERIC Educational Resources Information Center

Hughes, Mary Kay

Conflicts between traditional Hmong values and traditional American parenting values are explored, drawing on the experiences of a coordinator of an Even Start program serving Hmong parents. Even Start is a state-funded early childhood intervention program with a literacy component for parents with less than an eighth grade proficiency in reading…

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…

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

Using WeChat official accounts to improve malaria health literacy among Chinese expatriates in Niger: an intervention study.

PubMed

Li, Wei; Han, Le Qiang; Guo, Yan Jun; Sun, Jing

2016-11-24

Malaria is the main health risk for Chinese expatriates working in Niger. Health education is a recommended intervention for prevention of malaria among non-immune travellers and expatriate workers. It is urgent to develop an effective and feasible way for these populations to obtain information about the prevention and treatment of malaria. An individually randomized, unblinded, controlled trial was used to evaluate the effectiveness of using WeChat official accounts for health education to improve malaria health literacy among Chinese expatriates in Niger. A total 1441 participants completed a baseline malaria health literacy questionnaire and were randomly assigned to an intervention or comparison group in a ratio of 1:1. From July to October 2014, 50 malaria prevention and treatment messages were sent to the intervention group; 50 health news messages were concurrently sent to the control group. Both groups completed the malaria health literacy questionnaire again 4 months after the start of the education intervention. A questionnaire addressing satisfaction with the health education programme was completed by the intervention group. Malaria morbidity data for 2013 and 2014 were also collected. At baseline, participant health literacy rates were 58.29, 62, 54, and 34% for skills, knowledge, practice, and attitude, respectively. After the intervention, rates for all four aspects of malaria literacy were above 70%. There was greater change in knowledge, attitude, practice, skills, and overall health literacy among the intervention group compared with the controls, with a statistically significant difference (p < 0.01). This was especially true for acquisition of malaria-related knowledge, practice and attitude; comprehensive intervention practices; and, correct use of rapid diagnostic tests (p < 0.001). The reported malaria morbidity during the study period decreased from 23.72 to 15.40%. Participants reported high levels of satisfaction with the We

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…

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…

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…

Improving Below-Proficient Information Literacy Skills: Designing an Evidence-Based Educational Intervention

ERIC Educational Resources Information Center

Gross, Melissa; Latham, Don; Armstrong, Bonnie

2012-01-01

This article describes the design and development of an educational intervention intended to improve information literacy skills based on research with first-year college students. The intervention was developed over the course of a three-year period, during which time grant funding was received from the Institute of Museum and Library Services…

Improvement of Working Memory in Preschoolers and Its Impact on Early Literacy Skills: A Study in Deprived Communities of Rural and Urban Areas

ERIC Educational Resources Information Center

Rojas-Barahona, Cristian A.; Förster, Carla E.; Moreno-Ríos, Sergio; McClelland, Megan M.

2015-01-01

Research Findings: The present study evaluated the impact of a working memory (WM) stimulation program on the development of WM and early literacy skills (ELS) in preschoolers from socioeconomically deprived rural and urban schools in Chile. The sample consisted of 268 children, 144 in the intervention group and 124 in the comparison group. The…

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,…

Life Skills Literacy: An Intervention Model to Alleviate Family Poverty

ERIC Educational Resources Information Center

Johnson, Lee N.; Carswell, Andrew T.; Palmer, Lance; Sweaney, Annie L.; Mullis, Rebecca M.; Leonas, Karen K.; Moss, Joan Koonce; Mauldin, Teresa

2005-01-01

Life Skills Literacy (LSL) is a multidisciplinary intervention model that helps families living with limited resources (including poverty) achieve sustainable well-being. This model, based on ecological theory and a readiness for change framework, prepares people to learn from the program and teaches necessary life skills. The LSL project…

Effectiveness of training intervention to improve medical student’s information literacy skills

PubMed Central

2016-01-01

This study aimed to assess the efficiency of delivering a 4-month course of “effective literature search” among medical postgraduate students for improving information literacy skills. This was a cross-sectional study in which 90 postgraduate students were randomly selected and participated in 12 training sessions. Effective search strategies were presented and the students’ attitude and competency concerning online search were measured by a pre- and post-questionnaires and skill tests. Data were analyzed by SPSS version 16 using t-test. There was a significant improvement (p=0.00), in student’s attitude. The mean (standard deviation [SD]) was 2.9 (0.8) before intervention versus the mean (SD) 3.9 (0.7) after intervention. Students’ familiarity with medical resources and databases improved significantly. The data showed a significant increase (p=0.03), in students’ competency score concerning search strategy design and conducting a search. The mean (SD) was 2.04 (0.7) before intervention versus the mean (SD) 3.07 (0.8) after intervention. Also, students’ ability in applying search and meta search engine improved significantly. This study clearly acknowledges that the training intervention provides considerable opportunity to improve medical student’s information literacy skills. PMID:27907985

Examining the Nature of Scaffolding in an Early Literacy Intervention

ERIC Educational Resources Information Center

Rodgers, Emily; D'Agostino, Jerome V.; Harmey, Sinéad J.; Kelly, Robert H.; Brownfield, Katherine

2016-01-01

In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one-to-one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and…

Fostering and Eliciting Emergent Literacy Skills in Potentially English Proficient Students.

ERIC Educational Resources Information Center

Beers, Elizabeth A.

This report describes an early intervention program to elicit emergent literacy skills in Potentially English Proficient kindergarten students. The school is located in a suburb of a large city near a naval base. The problem, lack of literacy readiness skills, was documented with a battery of tests given prior to entrance in kindergarten and the…

Argument to Foster Scientific Literacy: A Review of Argument Interventions in K-12 Science Contexts

ERIC Educational Resources Information Center

Cavagnetto, Andy R.

2010-01-01

The goal of scientific literacy has led to a steady increase in argument-based interventions in science education contexts. It has been suggested that student participation in argument develops communication skills, metacognitive awareness, critical thinking, an understanding of the culture and practice of science, and scientific literacy.…

Improving health literacy in community populations: a review of progress.

PubMed

Nutbeam, Don; McGill, Bronwyn; Premkumar, Pav

2017-03-28

Governments around the world have adopted national policies and programs to improve health literacy. This paper examines progress in the development of evidence to support these policies from interventions to improve health literacy among community populations. Our review found only a limited number of studies (n=7) that met the criteria for inclusion, with many more influenced by the concept of health literacy but not using it in the design and evaluation. Those included were diverse in setting, population and intended outcomes. All included educational strategies to develop functional health literacy, and a majority designed to improve interactive or critical health literacy skills. Several papers were excluded because they described a protocol for an intervention, but not results, indicating that our review may be early in a cycle of activity in community intervention research. The review methodology may not have captured all relevant studies, but it provides a clear message that the academic interest and attractive rhetoric surrounding health literacy needs to be tested more systematically through intervention experimentation in a wide range of populations using valid and reliable measurement tools. The distinctive influence of the concept of health literacy on the purpose and methodologies of health education and communication is not reflected in many reported interventions at present. Evidence to support the implementation of national policies and programs, and the intervention tools required by community practitioners are not emerging as quickly as needed. This should be addressed as a matter of priority by research funding agencies. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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…

Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial

ERIC Educational Resources Information Center

Penuel, William R.; Bates, Lauren; Gallagher, Lawrence P.; Pasnik, Shelley; Llorente, Carlin; Townsend, Eve; Hupert, Naomi; Dominguez, Ximena; VanderBorght, Mieke

2012-01-01

This study investigates whether a curriculum supplement organized as a sequence of teacher-led literacy activities using digital content from public educational television programs can improve early literacy outcomes of low-income preschoolers. The study sample was 436 children in 80 preschool classrooms in California and New York. Preschool…

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,…

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

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.

Newborn literacy program effective in increasing maternal engagement in literacy activities: an observational cohort study.

PubMed

Veldhuijzen van Zanten, Stephanie; Coates, Chrystal; Hervas-Malo, Marilou; McGrath, Patrick J

2012-07-16

Literacy is important for success in school and in adulthood. Book-gift programs at birth exist to help develop these foundations early on. The effectiveness of the Read to Me! Nova Scotia Family Literacy Program (a program where books and literacy materials are given to families in hospital when their baby is born) on the duration and frequency with which mothers engage in reading and other literacy based activities with their newborns was assessed. An observational cohort study design was used. Mothers of babies who received the Read to Me! package in Nova Scotia born between January-August 2006 made up the intervention group (N = 1051). Mothers of babies born in Prince Edward Island between December 2006 and March 2008 made up the control group (N = 279) and did not receive any literacy package when their baby was born. A phone questionnaire was conducted consisting of questions regarding frequency and duration of maternal engagement in language and literacy-based activities with their infants. These activities included reading, singing, talking, listening to CDs and the radio and watching TV. Babies were aged 0-10 months at the time of the interview. Mothers who received the Read to Me! literacy package spent significantly more time reading to their babies, 17.9 ± 17.6 min/day compared to controls 12.6 ± 10.7 min/day, (p < 0.0001). Read to Me! may be an inexpensive, easy to administer and effective intervention which results in increased shared reading of mothers and their newborns.

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…

Adolescent Literacy

ERIC Educational Resources Information Center

Ippolito, Jacy, Ed.; Steele, Jennifer L., Ed.; Samson, Jennifer F., Ed.

2012-01-01

"Adolescent Literacy" initially appeared as a special issue of the "Harvard Educational Review". It explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, afterschool interventions, new instruction…

Ahead of the game protocol: a multi-component, community sport-based program targeting prevention, promotion and early intervention for mental health among adolescent males.

PubMed

Vella, Stewart A; Swann, Christian; Batterham, Marijka; Boydell, Katherine M; Eckermann, Simon; Fogarty, Andrea; Hurley, Diarmuid; Liddle, Sarah K; Lonsdale, Chris; Miller, Andrew; Noetel, Michael; Okely, Anthony D; Sanders, Taren; Telenta, Joanne; Deane, Frank P

2018-03-21

There is a recognised need for targeted community-wide mental health strategies and interventions aimed specifically at prevention and early intervention in promoting mental health. Young males are a high need group who hold particularly negative attitudes towards mental health services, and these views are detrimental for early intervention and help-seeking. Organised sports provide a promising context to deliver community-wide mental health strategies and interventions to adolescent males. The aim of the Ahead of the Game program is to test the effectiveness of a multi-component, community-sport based program targeting prevention, promotion and early intervention for mental health among adolescent males. The Ahead of the Game program will be implemented within a sample drawn from community sporting clubs and evaluated using a sample drawn from a matched control community. Four programs are proposed, including two targeting adolescents, one for parents, and one for sports coaches. One adolescent program aims to increase mental health literacy, intentions to seek and/or provide help for mental health, and to decrease stigmatising attitudes. The second adolescent program aims to increase resilience. The goal of the parent program is to increase parental mental health literacy and confidence to provide help. The coach program is intended to increase coaches' supportive behaviours (e.g., autonomy supportive behaviours), and in turn facilitate high-quality motivation and wellbeing among adolescents. Programs will be complemented by a messaging campaign aimed at adolescents to enhance mental health literacy. The effects of the program on adolescent males' psychological distress and wellbeing will also be explored. Organised sports represent a potentially engaging avenue to promote mental health and prevent the onset of mental health problems among adolescent males. The community-based design, with samples drawn from an intervention and a matched control community

Pilot evaluation of a media literacy program for tobacco prevention targeting early adolescents shows mixed results.

PubMed

Kaestle, Christine E; Chen, Yvonnes; Estabrooks, Paul A; Zoellner, Jamie; Bigby, Brandon

2013-01-01

The purpose of this pilot study was to assess the impact of media literacy for tobacco prevention for youth delivered through a community site. A randomized pretest-posttest evaluation design with matched-contact treatment and control conditions. The pilot study was delivered through the YMCA in a lower-income suburban and rural area of Southwest Virginia, a region long tied, both economically and culturally, to the tobacco industry. Children ages 8 to 14 (76% white, 58% female) participated in the study (n = 38). The intervention was an antismoking media literacy program (five 1-hour lessons) compared with a matched-contact creative writing control program. General media literacy, three domains of tobacco-specific media literacy ("authors and audiences," "messages and meanings," and "representation and reality"), tobacco attitudes, and future expectations were assessed. Multiple regression modeling assessed the impact of the intervention, controlling for pretest measures, age, and sex. General media literacy and tobacco-specific "authors and audiences" media literacy improved significantly for treatment compared with control (p < .05); results for other tobacco-specific media literacy measures and for tobacco attitudes were not significant. Future expectations of smoking increased significantly for treatment participants ages 10 and younger (p < .05). Mixed results indicated that improvements in media literacy are accompanied by an increase in future expectations to smoke for younger children.

Preschool Multi-Tier Prevention-Intervention Model for Language and Early Literacy (Pre-3T): Development Summary and Implementation Guide. CYFS Working Paper No. 2014-3

ERIC Educational Resources Information Center

Clarke, Brandy L.; Knoche, Lisa L.; Abbott, Mary I.; Sheridan, Susan M.; Carta, Judith J.; Sjuts, Tara S.

2014-01-01

The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in…

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.…

Patient navigation to facilitate early intervention referral completion among poor urban children.

PubMed

Guevara, James P; Rothman, Brooke; Brooks, Elizabeth; Gerdes, Marsha; McMillon-Jones, Fayetta; Yun, Katherine

2016-09-01

Few eligible children participate in early intervention (EI) programs. The objective of this study was to determine feasibility and outcomes of a novel patient navigation program on EI referrals among a diverse group of at-risk children. During a 6-month period, a patient navigator was assigned to an urban pediatric clinic to engage families, provide education on early child development and EI, and assist families with completing multidisciplinary evaluations. Families were eligible to participate if they spoke English, had a child <34 months old with a suspected developmental delay, and were referred to EI for evaluation. Families completed measures of demographics, language preference, and the Newest Vital Sign, a validated literacy measure. Outcomes on completion of EI referrals were obtained from the county EI provider. Of 88 EI referrals during the study period, 53 patients were eligible and enrolled. Patients were predominantly male, racially diverse, on public health insurance, with a mean age of 18.4 months. Most caregivers of patients had less than a high school education, spoke a non-English language at home, and had limited literacy. Forty-two families (79.2%) completed a referral, and 34 (81.0%) of those were eligible for EI services. There were no significant differences in demographic, language, or literacy measures between those who completed and did not complete EI referrals. A patient navigation program to facilitate EI referrals was feasible in a diverse urban patient population. Preliminary results of the patient navigation program on EI referral completion were promising and warrant further study. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

Feasibility of an intervention to enhance preventive care for people with low health literacy in primary health care.

PubMed

Faruqi, Nighat; Lloyd, Jane; Ahmad, Raghib; Yeong, Lin-Lee; Harris, Mark

2015-01-01

The objective of the study was to explore the feasibility of an intervention that enhances preventive care for primary care patients with low health literacy. A mixed method study was conducted in four Sydney general practices in areas of socioeconomic disadvantage. The intervention included screening for low health literacy in patients aged 40-69 years, clinical record audits of care for prevention of diabetes and cardiovascular disease, and provider training and meetings. Surveys and interviews were conducted to identify providers' approaches to, and delivery of, preventive care for people with low health literacy. Our study found variable response rates and prevalence of low health literacy. Of the eligible patients screened, 29% had low health literacy. Providers described three approaches to preventive care, which remained largely unchanged. However, they demonstrated recognition of the importance of better communication and referral support for patients with low health literacy. Fewer patients with low health literacy were identified than expected. Despite improved awareness of the need for better communication, there was limited evidence of change in providers' approach to providing preventive care, suggesting a need for more attention towards providers' attitudes to support these patients.

The Effectiveness of Early Intervention.

ERIC Educational Resources Information Center

Guralnick, Michael J., Ed.

This book reviews research on the effectiveness of early intervention for children with disabilities or who are at risk. Program factors for children at risk and with disabilities, the effects of early intervention on different types of disabilities, and the outcomes of early intervention are explored. Chapters include: "Second-Generation Research…

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…

A Theory-Grounded Measure of Adolescents’ Response to a Media Literacy Intervention

PubMed Central

Greene, Kathryn; Yanovitzky, Itzhak; Carpenter, Amanda; Banerjee, Smita C.; Magsamen-Conrad, Kate; Hecht, Michael L.; Elek, Elvira

2016-01-01

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences’ degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10th grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability. PMID:28042522

Effectiveness of a multimedia-based educational intervention for improving colon cancer literacy in screening colonoscopy patients.

PubMed

Hassinger, James P; Holubar, Stefan D; Pendlimari, Rajesh; Dozois, Eric J; Larson, David W; Cima, Robert R

2010-09-01

Limited data exist regarding colon cancer literacy in screening colonoscopy patients. We aimed to prospectively assess baseline colon cancer literacy and to determine whether a multimedia educational intervention was associated with improved colon cancer literacy. Colon cancer literacy was assessed in a convenience sample of colonoscopy patients before and after educational intervention. Statistically significant associations with colon cancer literacy scores were assessed by use of multivariate logistic regression analysis. Results are frequency (proportion), mean +/- SD, and odds ratio (OR (95% CI)). Seventy-three subjects participated: mean age, 57 +/- 12 years, 35 (48%) were women, 41 (57%) had a college degree, 43 (59%) had prior colonoscopy, 21 (29%) were accompanying family, and 16 (22%) were health care employees. Multivariate factors associated with a higher baseline colon cancer literacy score included health care employee status (7.9 (95% CI, 1.6-63); P = .02) and family colon cancer history (5.3 (95% CI, 1.3-25); P = .02). After multimedia education, mean scores improved from 53% +/- 23% to 88% +/- 12% (Delta = 35%; P < .0001). On univariate analysis, college-educated subjects had higher final scores (91% vs 83%; P = .007), but this association was not significant on multivariate regression (P = .07). Only baseline score was associated with higher postintervention score (1.7 (95% CI, 1.2-2.6); P = .005). Sixty-two subjects (86%) were very satisfied, and 70 (97%) would recommend the module to friends and family. A knowledge deficit of colon cancer-related concepts is frequently observed in patients undergoing screening colonoscopy. Multimedia-based educational intervention was an effective, satisfying strategy for addressing cancer-specific knowledge deficit in laypersons.

Effects of Emergent Literacy Interventions for Preschoolers with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hudson, Roxanne F.; Sanders, Elizabeth A.; Greenway, Rosanne; Xie, Sharon; Smith, Maya; Gasamis, Colin; Martini, Jay; Schwartz, Ilene; Hackett, Jacob

2017-01-01

Combining data from a series of three planned consecutive randomized controlled trials, the present study investigates two literacy interventions for preschool children with autism spectrum disorder. For the first cohort, children were randomized to interactive book reading (IBR; treatment) or business as usual (BAU; control); in Cohort 2,…

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…

Feasibility of a psychosis information intervention to improve mental health literacy for professional groups in contact with young people.

PubMed

Sutton, Marie; O'Keeffe, Donal; Frawley, Timothy; Madigan, Kevin; Fanning, Felicity; Lawlor, Elizabeth; Roche, Eric; Kelly, Aine; Turner, Niall; Horenstein, Arielle; O'Callaghan, Eadbhard; Clarke, Mary

2018-04-01

The aim of this study was to assess the feasibility of a psychosis information intervention for professionals in contact with young people in Ireland. A quasi-experimental pre- and post-intervention design was used. One thousand and thirty-two professionals received an information intervention designed to improve mental health literacy (MHL) and confidence in providing help to people with psychosis. Seven hundred and fifty-five participants completed the Psychosis Information and Confidence Questionnaire pre- and post-intervention. The information intervention significantly improved participants': (1) knowledge of psychosis; (2) ability to recognize signs and symptoms of psychosis; (3) awareness of how to access services; and (4) confidence in providing help to people experiencing psychosis. Findings provide promising support for the intervention's feasibility and acceptability. The intervention enhanced MHL regarding psychosis among professionals in contact with young people. Further research assessing if such improvements translate to the facilitation of appropriate help seeking, the enhanced early detection of psychosis and a reduction of the duration of untreated psychosis is required. © 2017 John Wiley & Sons Australia, Ltd.

Newborn literacy program effective in increasing maternal engagement in literacy activities: an observational cohort study

PubMed Central

2012-01-01

Background Literacy is important for success in school and in adulthood. Book-gift programs at birth exist to help develop these foundations early on. The effectiveness of the Read to Me! Nova Scotia Family Literacy Program (a program where books and literacy materials are given to families in hospital when their baby is born) on the duration and frequency with which mothers engage in reading and other literacy based activities with their newborns was assessed. Methods An observational cohort study design was used. Mothers of babies who received the Read to Me! package in Nova Scotia born between January-August 2006 made up the intervention group (N = 1051). Mothers of babies born in Prince Edward Island between December 2006 and March 2008 made up the control group (N = 279) and did not receive any literacy package when their baby was born. A phone questionnaire was conducted consisting of questions regarding frequency and duration of maternal engagement in language and literacy-based activities with their infants. These activities included reading, singing, talking, listening to CDs and the radio and watching TV. Babies were aged 0–10 months at the time of the interview. Results Mothers who received the Read to Me! literacy package spent significantly more time reading to their babies, 17.9 ± 17.6 min/day compared to controls 12.6 ± 10.7 min/day, (p < 0.0001). Conclusions Read to Me! may be an inexpensive, easy to administer and effective intervention which results in increased shared reading of mothers and their newborns. PMID:22799492

The Occupations of Literacy: Occupational Therapy's Role

ERIC Educational Resources Information Center

Frolek Clark, Gloria

2016-01-01

Nationally, student proficiency in reading and writing is very low and requires ongoing focus from state and local agencies. With almost 25% of occupational therapists working in early intervention and school settings (AOTA, 2015), their role of facilitating literacy (e.g., reading, writing, speaking and listening) is critical. Occupational…

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…

Evidence-Based Literacy Support: The "Literacy Octopus" Trial. Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Lord, Pippa; Rabiasz, Adam; Roy, Palak; Harland, Jennie; Styles, Ben; Fowler, Katherine

2017-01-01

The Evidence-based Literacy Support-"Literacy Octopus" Trial tested a range of dissemination interventions and resources, all of which aimed to engage schools in using evidence-based materials to improve teaching and learning in Key Stage 2 literacy. Four delivery partners provided interventions. These included light-touch,…

Young Children at Risk of Literacy Difficulties: Factors Predicting Recovery from Risk Following Phonologically Based Intervention

ERIC Educational Resources Information Center

Whiteley, Helen E.; Smith, Chris D.; Connors, Liz

2007-01-01

This longitudinal project identified young children at risk of literacy difficulties and asked why some of these children fail to benefit from phonologically based intervention. Reception class children were screened to identify a group at risk of literacy difficulties and a matched group of children not at risk. Profiles were compiled for each…

Differences in Osteoarthritis Self-Management Support Intervention Outcomes According to Race and Health Literacy

ERIC Educational Resources Information Center

Sperber, Nina R.; Bosworth, Hayden B.; Coffman, Cynthia J.; Lindquist, Jennifer H.; Oddone, Eugene Z.; Weinberger, Morris; Allen, Kelli D.

2013-01-01

We explored whether the effects of a telephone-based osteoarthritis (OA) self-management support intervention differed by race and health literacy. Participants included 515 veterans with hip and/or knee OA. Linear mixed models assessed differential effects of the intervention compared with health education (HE) and usual care (UC) on pain…

Four-level evaluation of health promotion intervention for preventing early childhood caries: a randomized controlled trial.

PubMed

Basir, Leila; Rasteh, Bita; Montazeri, Ali; Araban, Marzieh

2017-10-02

Early childhood caries (ECC) is the most common dental disease among children, which can affect children's primary teeth during their teething. This study evaluates an intervention for preventing early childhood caries in a pediatric population in Ahvaz, Iran. The population of this study (IRCT2017070210804N10) consists of 104 women with 12 to 36 months of age without dental caries referred to a health care center in Ahvaz, Iran. The children were randomly assigned to either an experimental or control group in equal numbers. First, the demographic information of participants was collected through a questionnaire containing components of perceived threat, health literacy, and oral health behaviors using a valid and reliable questionnaire. The ECC status of the children was established by a dentist. Control group received "standard well baby care". The experimental group received standard well baby care in addition to educational interventions, including lecture and group discussion. After 6 months, the participant completed the questionnaire for the second time, and the children's teeth were reexamined. Data were analyzed using SPSS version 15 at a significance level of p < 0.05. The mean ages of women and children were 31 ± 6.68 years and 18 ± 7.21 months, respectively. Before the intervention, no significant difference was documented between the groups for the study variables, p > 0.05. However, after the intervention, a significant difference was observed between the perceived threats (41.15 ± 4.46 in the experimental group and 38.26 ± 4.21 in the control group, p = 0.001), health literacy (20.98 ± 2.15 in the experimental group and 19.76 ± 2.70 in the control group, p = 0.01), oral health behaviors (7.75 ± 2.30 in the experimental group and 6.15 ± 2.65 in the control group, p = 0.01), and the incidence of ECC (13% in the experimental group and 35% in the control group, p = 0.001). This intervention had positive effects on

The impact of health literacy on rural adults' satisfaction with a multi-component intervention to reduce sugar-sweetened beverage intake.

PubMed

Bailey, A N; Porter, K J; Hill, J L; Chen, Y; Estabrooks, P A; Zoellner, J M

2016-08-01

SIPsmartER is a 6-month behavioral intervention designed using a health literacy universal precautions approach that has been found effective at reducing sugary beverage intake in rural, low socioeconomic adults. The purpose of this mixed-methods study is to determine if health literacy status influenced participants' satisfaction and perceptions of each intervention component: small group classes, interactive-voice response (IVR) calls, personal action plans and self-monitoring logs. Of the 155 participants enrolled in SIPsmartER, 105 (68%) completed an interview-administered summative evaluation including 68 high and 37 low health literate participants. The quantitative findings show participant satisfaction with each intervention component was high (i.e. classes = 9.6, IVR calls = 8.1, action plans = 8.9-9.1, logs = 8.7 on a 10-point scale) and similar across both health literacy groups. The majority of qualitative responses were positive (81.8%) and code counts were comparable between literacy groups with a few exceptions. As compared with high health literacy respondents, low health literacy respondents more frequently mentioned liking the content and length of IVR calls, liking the motivational aspects of the personal action plans, and identified numeracy issues with the self-monitoring logs. Overall, applying a health literacy universal precautions approach is an effective and acceptable strategy for both high and low health literacy groups. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

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…

A Writer-Respondent Intervention as a Means of Developing Academic Literacy

ERIC Educational Resources Information Center

Bharuthram, S.; Mckenna, S.

2006-01-01

This paper discusses the implementation of a project in which a writer-respondent intervention was used to develop the academic literacy practices of students. Writer-respondent projects are based on the idea that detailed developmental comments and questions on students' draft writing can assist them in acquiring the peculiar norms of academic…

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…

Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis

ERIC Educational Resources Information Center

Wolgemuth, Jennifer R.; Abrami, Philip C.; Helmer, Janet; Savage, Robert; Harper, Helen; Lea, Tess

2014-01-01

To address students' poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized controlled trial was conducted with 308 students between the ages of 4 and 8 years old (M age = 5.8 years, SD…

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…

Early Diagnosis and Early Intervention in Cerebral Palsy

PubMed Central

Hadders-Algra, Mijna

2014-01-01

This paper reviews the opportunities and challenges for early diagnosis and early intervention in cerebral palsy (CP). CP describes a group of disorders of the development of movement and posture, causing activity limitation that is attributed to disturbances that occurred in the fetal or infant brain. Therefore, the paper starts with a summary of relevant information from developmental neuroscience. Most lesions underlying CP occur in the second half of gestation, when developmental activity in the brain reaches its summit. Variations in timing of the damage not only result in different lesions but also in different neuroplastic reactions and different associated neuropathologies. This turns CP into a heterogeneous entity. This may mean that the best early diagnostics and the best intervention methods may differ for various subgroups of children with CP. Next, the paper addresses possibilities for early diagnosis. It discusses the predictive value of neuromotor and neurological exams, neuroimaging techniques, and neurophysiological assessments. Prediction is best when complementary techniques are used in longitudinal series. Possibilities for early prediction of CP differ for infants admitted to neonatal intensive care and other infants. In the former group, best prediction is achieved with the combination of neuroimaging and the assessment of general movements, in the latter group, best prediction is based on carefully documented milestones and neurological assessment. The last part reviews early intervention in infants developing CP. Most knowledge on early intervention is based on studies in high-risk infants without CP. In these infants, early intervention programs promote cognitive development until preschool age; motor development profits less. The few studies on early intervention in infants developing CP suggest that programs that stimulate all aspects of infant development by means of family coaching are most promising. More research is urgently needed

A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills

ERIC Educational Resources Information Center

Botts, Dawn C.; Losardo, Angela S.; Tillery, Christina Y.; Werts, Margaret G.

2014-01-01

This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with…

Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work from a Common Core-Aligned Intervention

ERIC Educational Resources Information Center

Reisman, Abby

2017-01-01

The Common Core State Standards (CCSS) call on science and social studies teachers to engage in literacy instruction that prepares students for the academic rigors of college. The Literacy Design Collaborative (LDC) designed a framework to address the challenge of literacy-content integration. At the heart of the intervention are fill-in-the-blank…

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…

Evaluating the Components of an Emergent Literacy Intervention for Preschool Children at Risk for Reading Difficulties

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Purpura, David J.; Wilson, Shauna B.; Walker, Patricia M.; Clancy-Menchetti, Jeanine

2013-01-01

Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324…

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…

Update on Health Literacy and Diabetes

PubMed Central

Bailey, Stacy Cooper; Brega, Angela G.; Crutchfield, Trisha M.; Elasy, Tom; Herr, Haley; Kaphingst, Kimberly; Karter, Andrew J.; Moreland-Russell, Sarah; Osborn, Chandra Y.; Pignone, Michael; Rothman, Russell; Schillinger, Dean

2014-01-01

Purpose Inadequate literacy is common among patients with diabetes and may lead to adverse outcomes. We reviewed the relationship between literacy and health outcomes in patients with diabetes and potential interventions to improve such outcomes. Methods We reviewed 79 articles covering three key domains: 1) evaluation of screening tools to identify inadequate literacy and numeracy; 2) the relationships of a range of diabetes-related health outcomes with literacy and numeracy; and 3) interventions to reduce literacy-related differences in health outcomes. Results Several screening tools are available to assess patients' print literacy and numeracy skills, some of which specifically address diabetes. Literacy and numeracy are consistently associated with diabetes-related knowledge. Some studies suggest literacy and numeracy are associated with intermediate outcomes, including self-efficacy, communication, and self-care (including adherence), but the relationship between literacy and glycemic control is mixed. Few studies have assessed more distal health outcomes, including diabetes-related complications, health care utilization, safety, or quality of life, but available studies suggest low literacy may be associated with an increased risk of complications, including hypoglycemia. Several interventions appear effective in improving diabetes-related outcomes regardless of literacy status, but it is unclear if these interventions can reduce literacy-related differences in outcomes. Conclusions Low literacy is associated with less diabetes-related knowledge and may be related to other important health outcomes. Further studies are needed to better elucidate pathways by which literacy skills affect health outcomes. Promising interventions are available to improve diabetes outcomes for patients with low literacy, but more research is needed to determine their effectiveness outside of research settings. PMID:24947871

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…

Functional Health Literacy and Mental Health in Urban and Rural Mothers of Children Enrolled in Early Intervention Programs

ERIC Educational Resources Information Center

Pizur-Barnekow, Kris; Doering, Jennifer; Cashin, Susan; Patrick, Timothy; Rhyner, Paula

2010-01-01

"Functional health literacy," a component of health literacy, refers to the ability to read and interpret medical information. The Short Test of Functional Health Literacy in Adults (S-TOFHLA) measures the ability to read and interpret medical information. The purpose of this pilot study was to assess and compare levels of maternal functional…

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…

A Theory-Grounded Measure of Adolescents' Response to a Media Literacy Intervention

ERIC Educational Resources Information Center

Greene, Kathryn; Yanovitzky, Itzhak; Carpenter, Amanda; Banerjee, Smita C.; Magsamen-Conrad, Kate; Hecht, Michael L.; Elek, Elvira

2015-01-01

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of…

Effects of Progress Monitoring Feedback on Early Literacy Student Achievement

ERIC Educational Resources Information Center

Lopuch, Jeremy Jon

2016-01-01

The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…

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

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder.

PubMed

Westerveld, M F; Paynter, J; Trembath, D; Webster, A A; Hodge, A M; Roberts, J

2017-02-01

A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children's emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD.

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…

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

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.…

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…

Does Health Literacy Level Influence the Effectiveness of a Kiosk-Based Intervention Delivered in the Pediatric Emergency Department?

PubMed

Shields, Wendy C; McDonald, Eileen M; McKenzie, Lara B; Gielen, Andrea C

2016-01-01

This study assesses parents' literacy skills and evaluates how literacy levels influenced the effectiveness of a health communication intervention designed to improve safety knowledge in low-income, urban families. A total of n = 450 parents of children aged 4 to 66 months completed the Rapid Estimate of Adult Literacy in Medicine (REALM) and participated in a randomized trial of an injury prevention intervention delivered via computer kiosk in a pediatric emergency department. A safety knowledge test was administered by telephone 2 to 4 weeks later. More than one-third of parents were assessed by the REALM to have marginal (30%) or inadequate (8%) reading levels; the remaining 62% of parents had adequate reading levels. REALM scores were independently associated with knowledge gains for poison storage and smoke alarms. Participants reading level had an independent and significant effect on safety knowledge outcomes. Literacy level should be considered in all patient education efforts. © The Author(s) 2015.

A Literacy Based Intervention to Increase the Pretend Play of Young Children with Visual Impairments

ERIC Educational Resources Information Center

Greeley-Bennett, Catherine

2016-01-01

The purpose of this study was to examine the effect of a literacy-based intervention on the conventional pretend play skills of preschool children who are visually impaired. The intervention involved experience books, real objects, story-reading, and role-play, which are common strategies used to teach children with visual impairments. A…

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…

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…

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

Designing a Health-Game Intervention Supporting Health Literacy and a Tobacco-Free Life in Early Adolescence.

PubMed

Parisod, Heidi; Pakarinen, Anni; Axelin, Anna; Danielsson-Ojala, Riitta; Smed, Jouni; Salanterä, Sanna

2017-08-01

The purpose of this study was to explore the design of a health game that aims to both support tobacco-related health literacy and a tobacco-free life in early adolescence and to meet adolescents' expectations. Data were collected from adolescents using an open-ended questionnaire (n = 83) and focus groups (n = 39) to obtain their view of a health game used for tobacco-related health education. The data were analyzed using thematic analysis. A group of experts combined the adolescents' views with theoretical information on health literacy and designed and produced the first version of the game. Adolescents (session 1, n = 16; session 3, n = 10; and session 4, n = 44) and health promotion professionals (session 2, n = 3) participated in testing the game. Feedback from testing sessions 3 and 4 was analyzed using descriptive statistics. Adolescents pointed out that the health game needs to approach the topic of tobacco delicately and focus on the adolescents' perspective and on the positive sides of a tobacco-free life rather than only on the negative consequences of tobacco. The adolescents expected the game to be of high quality, stimulating, and intellectually challenging and to offer possibilities for individualization. Elements from the adolescents' view and theoretical modelling were embedded into the design of a game called Fume. Feedback on the game was promising, but some points were highlighted for further development. Investing especially in high-quality design features, such as graphics and versatile content, using humoristic or otherwise stimulating elements, and maintaining sufficiently challenging gameplay would promote the acceptability of theory-based health games among adolescents.

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…

Effects of a behavioral and health literacy intervention to reduce sugar-sweetened beverages: a randomized-controlled trial.

PubMed

Zoellner, Jamie M; Hedrick, Valisa E; You, Wen; Chen, Yvonnes; Davy, Brenda M; Porter, Kathleen J; Bailey, Angela; Lane, Hannah; Alexander, Ramine; Estabrooks, Paul A

2016-03-22

Despite excessive consumption of sugar-sweetened beverages (SSB), little is known about behavioral interventions to reduce SSB intake among adults, particularly in medically-underserved rural communities. This type 1 effectiveness-implementation hybrid RCT, conducted in 2012-2014, applied the RE-AIM framework and was designed to assess the effectiveness of a behavioral intervention targeting SSB consumption (SIPsmartER) when compared to an intervention targeting physical activity (MoveMore) and to determine if health literacy influenced retention, engagement or outcomes. Guided by the Theory of Planned Behavior and health literacy strategies, the 6 month multi-component intervention for both conditions included three small-group classes, one live teach-back call, and 11 interactive voice response calls. Validated measures were used to assess SSB consumption (primary outcome) and all secondary outcomes including physical activity behaviors, theory-based constructs, quality of life, media literacy, anthropometric, and biological outcomes. Targeting a medically-underserved rural region in southwest Virginia, 1056 adult participants were screened, 620 (59%) eligible, 301 (49%) enrolled and randomized, and 296 included in these 2015 analyses. Participants were 93% Caucasian, 81% female, 31 % ≤ high-school educated, 43% < $14,999 household income, and 33% low health literate. Retention rates (74%) and program engagement was not statistically different between conditions. Compared to MoveMore, SIPsmartER participants significantly decreased SSB kcals and BMI at 6 months. SIPsmartER participants significantly decreased SSB intake by 227 (95% CI = -326,-127, p < 0.001) kcals/day from baseline to 6 months when compared to the decrease of 53 (95% CI = -88,-17, p < 0.01) kcals/day among MoveMore participants (p < 0.001). SIPsmartER participants decreased BMI by 0.21 (95% CI = -0.35,-0.06; p < 0.01) kg/m(2) from baseline to 6 months when

Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health

PubMed Central

Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Le, Ha N D; Orsini, Francesca; Shingles, Beth; Lee, Katherine; Connell, Judy; Watts, Amy

2017-01-01

Introduction Oral language and literacy competence are major influences on children’s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice. Methods and analysis This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4 days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes. Ethics and dissemination This trial was approved by the Monash University Human Research Ethics Committee #CF13/2634-2013001403 and later transferred to the University of Melbourne #1545540. The investigators (including Government and Catholic partners) will communicate trial results to stakeholders, collaborators and participating schools and teachers via appropriate presentations and publications. Trial registration number ISRCTN77681972; Pre-results. PMID:29162571

34 CFR 303.11 - Early intervention program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

34 CFR 303.11 - Early intervention program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

Laws of Life: A Literacy-Based Intervention for Social-Emotional and Character Development and Resilience

ERIC Educational Resources Information Center

Elias, Maurice

2008-01-01

Laws of Life is a literacy-based intervention that allows students to identify and articulate the principles by which they live their lives. In the urban context, such an intervention is vital for reclaiming children's interest in writing and helping them to more intentionally guide their lives and their futures according to positive core values.…

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…

Perceived Internet health literacy of HIV-positive people through the provision of a computer and Internet health education intervention.

PubMed

Robinson, Christie; Graham, Joy

2010-12-01

The objective of this study was to assess perceived Internet health literacy of HIV-positive people before and after an Internet health information educational intervention. We developed a 50-min educational intervention on basic computer skills and online health information evaluation. We administered a demographic survey and a validated health literacy survey (eHEALS) at baseline, immediately after, and 3 months the class. Changes in scores between the surveys were analysed. Eighteen HIV-positive participants were included in the final analysis. Before the intervention, most respondents' assessment of their ability to access Internet health information was unfavourable. Post-intervention, the majority of respondents agreed or strongly agreed they were able to access and identify Internet health information resources. The increase in self-assessed skill level was statistically significant for all eight items eHEALS (P < 0.05). Scores for the 3-month follow-up survey remained higher than pre-intervention scores for most items. Providing an interdisciplinary brief introductory Internet health information educational intervention HIV-positive people with baseline low perceived Internet health literacy significantly improves confidence in finding and using Internet health information resources. Studies with larger numbers of participants should be undertaken to determine if brief interventions improve self-care, patient outcomes and use of emergency services. © 2010 The authors. Health Information and Libraries Journal © 2010 Health Libraries Group.

A Review of Hip Hop-Based Interventions for Health Literacy, Health Behaviors, and Mental Health.

PubMed

Robinson, Cendrine; Seaman, Elizabeth L; Montgomery, LaTrice; Winfrey, Adia

2018-06-01

African-American children and adolescents experience an undue burden of disease for many health outcomes compared to their White peers. More research needs to be completed for this priority population to improve their health outcomes and ameliorate health disparities. Integrating hip hop music or hip hop dance into interventions may help engage African-American youth in health interventions and improve their health outcomes. We conducted a review of the literature to characterize hip hop interventions and determine their potential to improve health. We searched Web of Science, Scopus, PsycINFO, and EMBASE to identify studies that assessed hip hop interventions. To be included, studies had to (1) be focused on a psychosocial or physical health intervention that included hip hop and (2) present quantitative data assessing intervention outcomes. Twenty-three articles were identified as meeting all inclusion criteria and were coded by two reviewers. Articles were assessed with regards to sample characteristics, study design, analysis, intervention components, and results. Hip hop interventions have been developed to improve health literacy, health behavior, and mental health. The interventions were primarily targeted to African-American and Latino children and adolescents. Many of the health literacy and mental health studies used non-experimental study designs. Among the 12 (of 14) health behavior studies that used experimental designs, the association between hip hop interventions and positive health outcomes was inconsistent. The number of experimental hip hop intervention studies is limited. Future research is required to determine if hip hop interventions can promote health.

Early Intervention in Psychosis

PubMed Central

McGorry, Patrick D.

2015-01-01

Abstract Early intervention for potentially serious disorder is a fundamental feature of healthcare across the spectrum of physical illness. It has been a major factor in the reductions in morbidity and mortality that have been achieved in some of the non-communicable diseases, notably cancer and cardiovascular disease. Over the past two decades, an international collaborative effort has been mounted to build the evidence and the capacity for early intervention in the psychotic disorders, notably schizophrenia, where for so long deep pessimism had reigned. The origins and rapid development of early intervention in psychosis are described from a personal and Australian perspective. This uniquely evidence-informed, evidence-building and cost-effective reform provides a blueprint and launch pad to radically change the wider landscape of mental health care and dissolve many of the barriers that have constrained progress for so long. PMID:25919380

A multifaceted intervention to improve mental health literacy in students of a multicampus university: a cluster randomised trial.

PubMed

Reavley, Nicola J; McCann, Terence V; Cvetkovski, Stefan; Jorm, Anthony F

2014-10-01

The aim of the current study was to assess whether a multifaceted intervention could improve mental health literacy, facilitate help seeking and reduce psychological distress and alcohol misuse in students of a multicampus university in Melbourne, Australia. In this cluster randomized trial, nine university campuses were paired (some pairs included more than one campus), with one of each pair randomly assigned to either the intervention or control condition. The interventions were designed to be whole-of-campus and to run over 2 academic years with their effectiveness assessed through recruitment of a monitoring sample of students from each campus. Interventions included emails, posters, campus events, factsheets/booklets and mental health first aid training courses. Participants had a 20-min telephone interview at baseline and at the end of academic years 1 and 2. This assessed mental health literacy, help seeking, psychological distress and alcohol use. The primary outcomes were depression and anxiety levels and alcohol use and pertained to the individual level. There were no effects on psychological distress and alcohol use. Recall of intervention elements was greater in the intervention group at the end of year 2. Students in the intervention group were more likely to say they would go to a drug and alcohol centre for alcohol problems at the end of 6 months. Although education and awareness may play a role in improving mental health literacy, it is likely that, to achieve changes in psychological distress, interventions would need to be more personalized and intensive.

The efficacy of early language intervention in mainstream school settings: a randomized controlled trial.

PubMed

Fricke, Silke; Burgoyne, Kelly; Bowyer-Crane, Claudine; Kyriacou, Maria; Zosimidou, Alexandra; Maxwell, Liam; Lervåg, Arne; Snowling, Margaret J; Hulme, Charles

2017-10-01

Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. © 2017 Association for Child and Adolescent Mental Health.

Interventions to Improve Care for Patients with Limited Health Literacy

PubMed Central

Sudore, Rebecca L.; Schillinger, Dean

2009-01-01

Objective To propose a framework and describe best practices for improving care for patients with limited health literacy (LHL). Methods Review of the literature. Results Approximately half of the U.S. adult population has LHL. Because LHL is associated with poor health outcomes and contributes to health disparities, the adoption of evidence-based best practices is imperative. Feasible interventions at the clinician-patient level (eg, patient-centered communication, clear communication techniques, teach-to-goal methods, and reinforcement), at the system-patient level (eg, clear health education materials, visual aids, clear medication labeling, self-management support programs, and shame-free clinical environments), and at the community-patient level (eg, adult education referrals, lay health educators, and harnessing the mass media) can improve health outcomes for patients with LHL. Conclusion Because LHL is prevalent, and because the recommended communication strategies can benefit patients of all literacy levels, clinicians, health system planners, and health policy leaders should promote the uptake of these strategies into routine care. PMID:20046798

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)

Effects of a food advertising literacy intervention on Taiwanese children's food purchasing behaviors.

PubMed

Liao, Li-Ling; Lai, I-Ju; Chang, Li-Chun; Lee, Chia-Kuei

2016-08-01

Unhealthy food advertising is an important contributor to childhood obesity. The purpose of this pilot study was to evaluate the impact of a food advertising literacy program that incorporated components of health-promoting media literacy education on fifth-grade children. Participants were 140 fifth-graders (10 and 11 years old) from one school who were randomly divided into three groups. Experimental Group A received a food advertising literacy program, experimental Group B received a comparable knowledge-based nutrition education program and the control group did not receive any nutrition education. Repeated measures analysis of variance and multivariate analysis of covariance were used to test mean changes between pretest, posttest and follow-up on participants' nutritional knowledge, food advertising literacy and food purchasing behavior. Results showed that, as compared with Group B and the control groups, Group A showed higher nutritional knowledge, food advertising literacy and food purchasing behavior at post-intervention, but had no significant improvements in nutritional knowledge and food purchasing behavior at the 1-month follow-up. Although some improvements were observed, future studies should consider a long-term, settings-based approach that is closely connected with children's daily lives, as this might be helpful to solidify children's skills in recognizing, evaluating and understanding unhealthy food advertising. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Is Dosage Important? Examining Head Start Preschoolers' Language and Literacy Learning after One versus Two Years of "ExCELL"

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2017-01-01

The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…

Promoting Mental Health Literacy among Educators: Critical in School-Based Prevention and Intervention

ERIC Educational Resources Information Center

Whitley, Jessica; Smith, J. David; Vaillancourt, Tracy

2013-01-01

Teachers and other school staff play key roles as partners in the prevention, identification, and intervention of mental health difficulties among children and youth. However, it is essential that teachers are equipped with sufficient mental health literacy to engender effective practices in these areas. This article reviews the literature related…

Early Intervention in Bipolar Disorder.

PubMed

Vieta, Eduard; Salagre, Estela; Grande, Iria; Carvalho, André F; Fernandes, Brisa S; Berk, Michael; Birmaher, Boris; Tohen, Mauricio; Suppes, Trisha

2018-05-01

Bipolar disorder is a recurrent disorder that affects more than 1% of the world population and usually has its onset during youth. Its chronic course is associated with high rates of morbidity and mortality, making bipolar disorder one of the main causes of disability among young and working-age people. The implementation of early intervention strategies may help to change the outcome of the illness and avert potentially irreversible harm to patients with bipolar disorder, as early phases may be more responsive to treatment and may need less aggressive therapies. Early intervention in bipolar disorder is gaining momentum. Current evidence emerging from longitudinal studies indicates that parental early-onset bipolar disorder is the most consistent risk factor for bipolar disorder. Longitudinal studies also indicate that a full-blown manic episode is often preceded by a variety of prodromal symptoms, particularly subsyndromal manic symptoms, therefore supporting the existence of an at-risk state in bipolar disorder that could be targeted through early intervention. There are also identifiable risk factors that influence the course of bipolar disorder, some of them potentially modifiable. Valid biomarkers or diagnosis tools to help clinicians identify individuals at high risk of conversion to bipolar disorder are still lacking, although there are some promising early results. Pending more solid evidence on the best treatment strategy in early phases of bipolar disorder, physicians should carefully weigh the risks and benefits of each intervention. Further studies will provide the evidence needed to finish shaping the concept of early intervention. AJP AT 175 Remembering Our Past As We Envision Our Future April 1925: Interpretations of Manic-Depressive Phases Earl Bond and G.E. Partridge reviewed a number of patients with manic-depressive illness in search of a unifying endo-psychic conflict. They concluded that understanding either phase of illness was "elusive" and

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

"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,…

Effective intervention strategies to improve health outcomes for cardiovascular disease patients with low health literacy skills: a systematic review.

PubMed

Lee, Tae Wha; Lee, Seon Heui; Kim, Hye Hyun; Kang, Soo Jin

2012-12-01

Systematic studies on the relationship between health literacy and health outcomes demonstrate that as health literacy declines, patients engage in fewer preventive health and self-care behaviors and have worse disease-related knowledge. The purpose of this study was to identify effective intervention strategies to improve health outcomes in patients with cardiovascular disease and low literacy skills. This study employs the following criteria recommended by Khan Kunz, Keijnen, and Antes (2003) for systematic review: framing question, identifying relevant literature, assessing quality of the literature, summarizing the evidence, and interpreting the finding. A total of 235 articles were reviewed by the research team, and 9 articles met inclusion criteria. Although nine studies were reviewed for their health outcomes, only six studies, which had a positive quality grade evaluation were used to recommend effective intervention strategies. Interventions were categorized into three groups: tailored counseling, self-monitoring, and periodic reminder. The main strategies used to improve health outcomes of low literacy patients included tailored counseling, improved provider-patient interactions, organizing information by patient preference, self-care algorithms, and self-directed learning. Specific strategies included written materials tailored to appropriate reading levels, materials using plain language, emphasizing key points with large font size, and using visual items such as icons or color codes. With evidence-driven strategies, health care professionals can use tailored interventions to provide better health education and counseling that meets patient needs and improves health outcomes. Copyright © 2012. Published by Elsevier B.V.

Views of People With High and Low Levels of Health Literacy About a Digital Intervention to Promote Physical Activity for Diabetes: A Qualitative Study in Five Countries.

PubMed

Rowsell, Alison; Muller, Ingrid; Murray, Elizabeth; Little, Paul; Byrne, Christopher D; Ganahl, Kristin; Müller, Gabriele; Gibney, Sarah; Lyles, Courtney R; Lucas, Antonia; Nutbeam, Don; Yardley, Lucy

2015-10-12

Low health literacy is associated with poor health-related knowledge, illness self-management, health service use, health, and survival, and thus addressing issues related to low health literacy has been highlighted as a pressing international priority. To explore views of a digital health promotion intervention designed to be accessible to people with lower levels of health literacy, in particular examining reactions to the interactive and audiovisual elements of the intervention. Qualitative think-aloud interviews were carried out with 65 adults with type 2 diabetes in the UK, Ireland, USA, Germany, and Austria, with purposive sampling to ensure representation of people with lower levels of health literacy. Inductive thematic analysis was used to identify common themes. We then systematically compared views in subgroups based on country, health literacy level, age, gender, and time since diagnosis. Most participants from the chosen countries expressed positive views of most elements and features of the intervention. Some interactive and audiovisual elements required modification to increase their usability and perceived credibility and relevance. There were some differences in views based on age and gender, but very few differences relating to health literacy level or time since diagnosis. In general, participants found the intervention content and format accessible, appropriate, engaging, and motivating. Digital interventions can and should be designed to be accessible and engaging for people with a wide range of health literacy levels.

Effectiveness of a Parent-Implemented Language and Literacy Intervention in the Home Language

ERIC Educational Resources Information Center

Ijalba, Elizabeth

2015-01-01

Few studies explore parent-implemented literacy interventions in the home language for young children with problems in language acquisition. A shift in children's use of the home language to English has been documented when English is the only language of instruction. When parents are not proficient in English, such language shift can limit…

Challenges and Limitations in Early Intervention

ERIC Educational Resources Information Center

Hadders-Algra, Mijna

2011-01-01

Research over the past three decades has shown that early intervention in infants biologically at risk of developmental disorders, irrespective of the presence of a brain lesion, is associated with improved cognitive development in early childhood without affecting motor development. However, at present it is unknown whether early intervention is…

Early Interventions: Keys to Successful Readers.

ERIC Educational Resources Information Center

Jeffreys, JoAnn; Spang, Joan

This action research outlines an early reading intervention project for improving students' reading skills and promoting the implementation of early reading intervention programs. The targeted population includes first and second grade students in one school located in the suburbs of a major city in Illinois. The problem of early reading…

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…

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…

Evaluating educational interventions for information literacy.

PubMed

Stevenson, Paul

2012-03-01

This article considers how information literacy training initiatives delivered by health library services are evaluated. It presents three validated assessment and evaluation models, and using examples from practice, discusses how these can be used to establish the impact of information literacy training and to improve current evaluation practices. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

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…

Meeting the Needs of ELLs with Response to Instruction and Intervention: A Mixed Methods Case Study Focusing on the Implementation of Tier 2 Intervention

ERIC Educational Resources Information Center

Nguyen-Quang, Florence

2012-01-01

The purpose of this study was to examine how the Response to Instruction and Intervention (RtI2) framework was implemented at a culturally, ethnically, and linguistically diverse urban school. This study also evaluated the effectiveness of Burst: Early Literacy Intervention (Wireless Generation®, 2009), a Tier 2 intervention program, in regards to…

The effectiveness of health literacy interventions on the informed consent process of health care users: a systematic review protocol.

PubMed

Perrenoud, Beatrice; Velonaki, Venetia-Sofia; Bodenmann, Patrick; Ramelet, Anne-Sylvie

2015-10-01

The aim of this systematic review is to establish the best available evidence of the effectiveness of health literacy interventions on the informed consent process for health care users. The specific review question is:What is the effectiveness of health literacy interventions on health care users' informed consent to health procedures processes? Informed consent is a fundamental principal in the health care context which nowadays includes the patient's capacity to judge and to be involved in the decision making concerning their care that ensures that the care received reflects their goals, preferences and values. The importance of obtaining a valid consent before any medical procedure is well-established. In a US court case in 1914, it was stated that it is the right of any adult with the capability of making decisions concerning his own body, and that any surgical operation without the patient's consent could be considered as an assault. In another US court case, the court stated that it is a doctor's duty to make a reasonable disclosure to his patient of the nature, probable consequences and dangers of the proposed treatment to the patient. The application of the doctrine of informed consent as a legal procedure may slightly differ from country to country or from state to state, and may have different forms even within the same country. For example in the UK, consent can be written, verbal or non-verbal/implied, and a written consent form is not the actual consent itself but merely serves as evidence that consent has been given. If the elements of voluntariness, appropriate information and capacity have not been satisfied, a signed informed consent form will not make the consent valid. Nowadays it is widely accepted that prior to the application of any medical procedure, its benefits, risks and alternatives must have been explained to the patient, and the competent patient should have voluntarily and understandingly consented. Hence, the informed consent refers

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…

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…

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…

The Effectiveness of a New School-Based Media Literacy Intervention on Adolescents' Doping Attitudes and Supplements Use.

PubMed

Lucidi, Fabio; Mallia, Luca; Alivernini, Fabio; Chirico, Andrea; Manganelli, Sara; Galli, Federica; Biasi, Valeria; Zelli, Arnaldo

2017-01-01

The aim of the study was to evaluate the effectiveness of a media literacy intervention targeting, for the first time, the specific topic of Performance and Appearance Enhancing Substances (PAESs) use in high-school students. Overall, 389 students (52% male) aged between 13 and 19 years (mean = 16.56 year; SD = 1.26) participated to a media literacy intervention (i.e., " intervention group ") while 103 students aged between 14 and 19 year (mean = 16.10 year; SD = 1.38) were considered as the control group (i.e., " control group "). In two separate occasions over the course of six consecutive months, students in both groups filled out a set of questionnaires which included measures of social-cognitive beliefs (i.e., attitudes, subjective norms, intentions) and a self-reported measure of retrospective use of doping (Yes/No) and supplements (Yes/No). Compared to students in the control group (Mean (time1) = 1.96; SD (time1) = 0.85; and Mean (time2) = 2.09; SD (time2) = 0.94), intervention students on average expressed relatively stronger attitudes against doping use over time (Mean (time1) = 2.2; SD (time1) = 0.85; and Mean (time2) = 2.05; SD (time2) = 0.82). Students in the latter group also showed a statistically significant decrease in self-reported supplement use (Use (time1) = 6.7%; Use (time2) = 3.8%; p = 0.05, McNemar Test). Interestingly, albeit marginally significant, students in the control group showed a relative increment in the self-reported use of supplements over time (Use (time1) = 4.9%; Use (time2) = 8.7%; p = 0.22, McNemar Test). Overall, the media literacy intervention investigated in the present study was effective in decreasing adolescent student's positive attitudes toward doping use and in reducing the use of legal PAES. These findings supported the generalizability and the usefulness of a media literacy approach in the specific field of PAES.

The Effectiveness of a New School-Based Media Literacy Intervention on Adolescents’ Doping Attitudes and Supplements Use

PubMed Central

Lucidi, Fabio; Mallia, Luca; Alivernini, Fabio; Chirico, Andrea; Manganelli, Sara; Galli, Federica; Biasi, Valeria; Zelli, Arnaldo

2017-01-01

The aim of the study was to evaluate the effectiveness of a media literacy intervention targeting, for the first time, the specific topic of Performance and Appearance Enhancing Substances (PAESs) use in high-school students. Overall, 389 students (52% male) aged between 13 and 19 years (mean = 16.56 year; SD = 1.26) participated to a media literacy intervention (i.e., “intervention group”) while 103 students aged between 14 and 19 year (mean = 16.10 year; SD = 1.38) were considered as the control group (i.e., “control group”). In two separate occasions over the course of six consecutive months, students in both groups filled out a set of questionnaires which included measures of social-cognitive beliefs (i.e., attitudes, subjective norms, intentions) and a self-reported measure of retrospective use of doping (Yes/No) and supplements (Yes/No). Compared to students in the control group (Mean(time1) = 1.96; SD(time1) = 0.85; and Mean(time2) = 2.09; SD(time2) = 0.94), intervention students on average expressed relatively stronger attitudes against doping use over time (Mean(time1) = 2.2; SD(time1) = 0.85; and Mean(time2) = 2.05; SD(time2) = 0.82). Students in the latter group also showed a statistically significant decrease in self-reported supplement use (Use(time1) = 6.7%; Use(time2) = 3.8%; p = 0.05, McNemar Test). Interestingly, albeit marginally significant, students in the control group showed a relative increment in the self-reported use of supplements over time (Use(time1) = 4.9%; Use(time2) = 8.7%; p = 0.22, McNemar Test). Overall, the media literacy intervention investigated in the present study was effective in decreasing adolescent student’s positive attitudes toward doping use and in reducing the use of legal PAES. These findings supported the generalizability and the usefulness of a media literacy approach in the specific field of PAES. PMID:28536552

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…

Early intervention for psychosis

PubMed Central

Marshall, Max; Rathbone, John

2014-01-01

Background Proponents of early intervention have argued that outcomes might be improved if more therapeutic efforts were focused on the early stages of schizophrenia or on people with prodromal symptoms. Early intervention in schizophrenia has two elements that are distinct from standard care: early detection, and phase-specific treatment (phase-specific treatment is a psychological, social or physical treatment developed, or modified, specifically for use with people at an early stage of the illness). Early detection and phase-specific treatment may both be offered as supplements to standard care, or may be provided through a specialised early intervention team. Early intervention is now well established as a therapeutic approach in America, Europe and Australasia. Objectives To evaluate the effects of: (a) early detection; (b) phase-specific treatments; and (c) specialised early intervention teams in the treatment of people with prodromal symptoms or first-episode psychosis. Search methods We searched the Cochrane Schizophrenia Group Trials Register (March 2009), inspected reference lists of all identified trials and reviews and contacted experts in the field. Selection criteria We included all randomised controlled trials (RCTs) designed to prevent progression to psychosis in people showing prodromal symptoms, or to improve outcome for people with first-episode psychosis. Eligible interventions, alone and in combination, included: early detection, phase-specific treatments, and care from specialised early intervention teams. We accepted cluster-randomised trials but excluded non-randomised trials. Data collection and analysis We reliably selected studies, quality rated them and extracted data. For dichotomous data, we estimated relative risks (RR), with the 95% confidence intervals (CI). Where possible, we calculated the number needed to treat/harm statistic (NNT/H) and used intention-to-treat analysis (ITT). Main results Studies were diverse, mostly small

Mobiles for Literacy in Developing Countries: An Effectiveness Framework

ERIC Educational Resources Information Center

Wagner, Daniel A.; Castillo, Nathan M.; Murphy, Katie M.; Crofton, Molly; Zahra, Fatima Tuz

2014-01-01

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have…

The Targeted Reading Intervention: Face-to-Face vs. Webcam Literacy Coaching of Classroom Teachers

ERIC Educational Resources Information Center

Vernon-Feagans, L.; Bratsch-Hines, M.; Varghese, C.; Bean, A.; Hedrick, A.

2015-01-01

The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials, the TRI was delivered two ways: (1) literacy coaches provided support for classroom teachers through…

A Follow-Up Study of the ABRACADABRA Web-Based Literacy Intervention in Grade 1

ERIC Educational Resources Information Center

Di Stasio, Maria Rosaria; Savage, Robert; Abrami, Philip C.

2012-01-01

This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES backgrounds. Participants who received a "synthetic" phonics+phoneme awareness training (n = 26) or…

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…

Mental Health Literacy in Young Adults: Adaptation and Psychometric Properties of the Mental Health Literacy Questionnaire.

PubMed

Dias, Pedro; Campos, Luísa; Almeida, Helena; Palha, Filipa

2018-06-23

Mental health literacy (MHL) is considered a prerequisite for early recognition and intervention in mental disorders, and for this reason, it has become a focus of research over the past few decades. Assessing this construct is relevant for identifying knowledge gaps and erroneous beliefs concerning mental health issues, to inform the development of interventions aimed at promoting mental health literacy as well as the evaluation of these interventions. Recently, we developed a new self-reporting measure (MHLq) for assessing mental health literacy in young people (12⁻14 years-old), meeting the need to assess MHL from a comprehensive perspective of the construct instead of focusing on a restricted number of mental disorders or specific dimensions (e.g., knowledge concerning specific disorders; stigma). The present study aimed to adapt the MHLq for the young adult population and to examine its psychometric properties, according to the following steps: (1) item adaptation, using a think aloud procedure (n = 5); (2) data collection (n = 356, aged between 18 and 25 years old; and (3) psychometric analyses (exploratory factor analysis and internal consistency analysis). The final version of the questionnaire included 29 items (total scale α = 0.84), organized by four dimensions: (1) knowledge of mental health problems (α = 0.74); (2) erroneous beliefs/stereotypes (α = 0.72); (3) help-seeking and first aid skills (α = 0.71); and (4) self-help strategies (α = 0.60). The results suggest that the MHLq-adult form is a practical, valid, and reliable screening tool for identifying gaps in knowledge, beliefs, and behavioral intentions related to mental health and mental disorders, planning promotion programs, and evaluating intervention effectiveness.

Reviewing Evidence-Based Practice for Pupils with Dyslexia and Literacy Difficulties

ERIC Educational Resources Information Center

Griffiths, Yvonne; Stuart, Morag

2013-01-01

There is now a strong evidence base from theory and research providing a "template" to inform practice at Wave 2, guiding the design and implementation of time-limited effective early intervention programmes for pupils identified as "at risk" of reading difficulties following initial literacy instruction (Rose, 2009). In…

The Impact of Health Literacy on Rural Adults' Satisfaction with a Multi-Component Intervention to Reduce Sugar-Sweetened Beverage Intake

ERIC Educational Resources Information Center

Bailey, A. N.; Porter, K. J.; Hill, J. L.; Chen, Y.; Estabrooks, P. A.; Zoellner, J. M.

2016-01-01

SIP"smart"ER is a 6-month behavioral intervention designed using a health literacy universal precautions approach that has been found effective at reducing sugary beverage intake in rural, low socioeconomic adults. The purpose of this mixed-methods study is to determine if health literacy status influenced participants' satisfaction and…

News in early intervention in autism.

PubMed

Geoffray, Marie-Maude; Thevenet, Marion; Georgieff, Nicolas

2016-09-01

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental trouble which prevents the child from socio-communicative interaction, and learning from his environment. Non-medical early intervention attempts to improve prognosis. We will review the main current hypothesis, intervention models and scientific supports about early intervention. We conducted a search of the literature published on Medline between 2010 and 2015 related to intervention models provided to children with ASD aged less than 3 years. Data were extracted from systematic reviews and recent randomized controlled trials with moderate to high GRADE quality of evidence. Early intervention refers to brain plasticity theory. With the epidemiological studies of infant "at risk" there is an attempt to intervene earlier before full syndrome is present. Interventions tend to follow more on a developmental hierarchy of socio-communicative skills and to focus on the dyadic relation between the child and the caregivers to improve the core autistic symptoms. Over the last 6 years, there's been news and fine-tuned ways about early intervention, and more and more systematic evaluation. However, there are only few interventions which were evaluated in trial with a strong GRADE recommendation and all of them have methodological concerns. It is important to be cautious in recommendations for mental health politic, even if it is important to improve access to services for all children and their families, hence finance and design rigorous project in research.

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 Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

ERIC Educational Resources Information Center

Coats-Kitsopoulos, Gloria Jean

2011-01-01

The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

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…

Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers.

PubMed

Bonacina, Silvia; Krizman, Jennifer; White-Schwoch, Travis; Kraus, Nina

2018-05-12

The auditory system is extremely precise in processing the temporal information of perceptual events and using these cues to coordinate action. Synchronizing movement to a steady beat relies on this bidirectional connection between sensory and motor systems, and activates many of the auditory and cognitive processes used when reading. Here, we use Interactive Metronome, a clinical intervention technology requiring an individual to clap her hands in time with a steady beat, to investigate whether the links between literacy and synchronization skills, previously established in older children, are also evident in children who are learning to read. We tested 64 typically developing children (ages 5-7 years) on their synchronization abilities, neurophysiological responses to speech in noise, and literacy skills. We found that children who have lower variability in synchronizing have higher phase consistency, higher stability, and more accurate envelope encoding-all neurophysiological response components linked to language skills. Moreover, performing the same task with visual feedback reveals links with literacy skills, notably processing speed, phonological processing, word reading, spelling, morphology, and syntax. These results suggest that rhythm skills and literacy call on overlapping neural mechanisms, supporting the idea that rhythm training may boost literacy in part by engaging sensory-motor systems. © 2018 New York Academy of Sciences.

Comparing the Effects of Spelling-and Syntax-Based Interventions in Morphological Awareness on Literacy Outcomes

ERIC Educational Resources Information Center

Stark, Kerri L.

2011-01-01

Despite substantial correlational evidence of a relationship between morphological awareness and reading ability, there has been only limited intervention research conducted to document the effects of morphological awareness on various literacy outcomes, particularly reading comprehension, and almost no research comparing the relative…

Morphological Awareness Intervention in School-Age Children with Language and Literacy Deficits: A Case Study

ERIC Educational Resources Information Center

Wolter, Julie A.; Green, Laura

2013-01-01

This article highlights the clinical application of morphological awareness intervention to facilitate phonological, vocabulary, reading, and spelling success in children with language and literacy deficits. First, the research-based benefits of morphological awareness instruction are reviewed and current theoretical and research-based…

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…

Promoting School Success: Developing Social Skills and Early Literacy in Head Start Classrooms

ERIC Educational Resources Information Center

Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.

2006-01-01

This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002-03 school year. Children in eight classrooms were screened and identified for participation using…

Application of media literacy education for changing attitudes about self-medication of slimming supplements

PubMed Central

Solhi, Mahnaz; Jormand, Hanieh; Gohari, Mahmood Reza

2017-01-01

Background: Self-medication of slimming supplements has increased, and media advertising has a role in this. The present study aimed at determining the effect of media literacy educational intervention on attitudes about self-medication of slimming supplements among the female students at dormitories of Iran University of Medical Sciences. Methods: In this quasi-experimental study with a control group, 98 students were selected by multistage cluster sampling method and were randomly divided into 2 equal groups of test and control. The data collecting instrument was a researcher-made questionnaire about media literacy and attitude on self-medication of slimming pills. Based on the results obtained from the early completion of the questionnaires, an appropriate educational intervention was designed and implemented. Data were analyzed 1 and 3 months after the intervention using the following statistical methods: repeated measurements, Friedman test, Chi square, independent T-test and MannWhitney test. Results: Before the intervention, the mean scores of attitude and dimensions of media literacy were moderate in both groups, and there was no significant difference between them. However, positive correlations were observed among attitude and knowledge (r=0.99, p= 0.001), critical thinking (r= 0.61, p= 0.001), and analysis (r= 0.37, p= 0.009) in the experimental group. The mean scores of attitudes and dimensions of media literacy were found to be significant in both groups 1 and 3 months after the intervention (p<0.05). Conclusion: Media literacy education was effective in promoting a positive attitude about slimming supplements.

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…

Read, retrieve, connect and use: An intervention strategy for science and scientific literacy

NASA Astrophysics Data System (ADS)

Monahan, Kerryane T.

American students underachieve on local, state, national, and international assessments of science. Student performance on standardized assessments has driven numerous educational reforms including No Child Left Behind and Race to the Top with a resulting increased focus on student achievement. Local districts and schools struggle with how to improve student achievement in order to meet the requirements of state and federal legislation. International and national government officials extoll the value of science in driving the economic prosperity of a nation adding increased pressure to improve science scores in the United States. Moreover, to be effective decision-makers personally and within a democracy, citizens must be scientifically literate. Read, Retrieve, Connect and Use (RRCU) is an instructional strategy that combined state biology content standards, with the new Common Core Standards for Literacy in Science through evidenced-based literacy strategies recommended by the National Reading Panel. This study aimed to assess the efficacy of an intervention, RRCU to improve science content knowledge and literacy skills in Biology and Language Arts. The findings identified reading skill, as measured by FCAT Reading as predictive of Biology test scores indicating a close relationship between reading comprehension and the ability to learn and be assessed on science content knowledge. The data did not indicate RRCU was an effective means of improving student science content knowledge or literacy skills. However, teachers responded positively to the strategy as a means to reinforce content knowledge and support literacy skills. Future recommendations include improving the study design and expanding the use of the strategy to middle school to build a foundation of effective literacy skills students can use to cope with the depth and complexity of science content at the high school level.

Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy.

PubMed

Sabatini, John P; Shore, Jane; Holtzman, Steven; Scarborough, Hollis S

2011-01-01

To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.

School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions.

PubMed

Pentimonti, Jill M; Murphy, Kimberly A; Justice, Laura M; Logan, Jessica A R; Kaderavek, Joan N

2016-03-01

School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. © 2015 Royal College of Speech and Language Therapists.

A Literature Review of Early Intervention.

ERIC Educational Resources Information Center

Panitch, Melanie

This review of the literature on early childhood intervention with special needs children provides a Canadian perspective on theory, models, program development, effects, and training. After an introductory chapter, the second chapter identifies theoretical influences on early childhood intervention, including the work of Piaget, Bronfenbrenner,…

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…

Ethics and Early Intervention: Toward More Relationship-Focused Interventions.

ERIC Educational Resources Information Center

Able-Boone, Harriet

1996-01-01

The ethical issues surrounding early intervention services to young children with disabilities are discussed. The conflict between parental autonomy and paternalistic interventions is evaluated. Value-based intervention decisions, such as parent choice of alternative therapies, refusal of services, and family-centered versus child-centered care,…

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.

Using Information from an Early Intervention Program to Enhance Literacy Goals on the Individualized Education Program (IEP)

ERIC Educational Resources Information Center

O'Connor, Evelyn A.; Yasik, Anastasia E.

2007-01-01

The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to…

Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer

PubMed Central

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

2013-01-01

The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed. PMID:24019555

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…

Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell's Leveled Literacy Intervention System (LLI). 2009-2010

ERIC Educational Resources Information Center

Ransford-Kaldon, Carolyn R.; Flynt, E. Sutton; Ross, Cristin L.; Franceschini, Louis; Zoblotsky, Todd; Huang, Ying; Gallagher, Brenda

2010-01-01

This report summarizes evaluation results for an efficacy study of the Leveled Literacy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas & Pinnell (2009) and published by Heinemann, LLI is…

The EHDI and Early Intervention Connection

ERIC Educational Resources Information Center

Nelson, Lauri; Bradham, Tamala S.; Houston, K. Todd

2011-01-01

State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. For the early intervention focus question, 48 coordinators listed 273 items, and themes were identified within each SWOT category. A…

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…

34 CFR 303.12 - Early intervention service provider.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

34 CFR 303.11 - Early intervention service program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

34 CFR 303.12 - Early intervention service provider.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

34 CFR 303.11 - Early intervention service program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

34 CFR 303.11 - Early intervention service program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

34 CFR 303.12 - Early intervention service provider.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

Literacy Express. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Literacy Express" is a preschool curriculum designed for three-to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development. It can be used in half-or full-day programs with typically developing children and children with special…

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)

Developments in early intervention for psychosis in Hong Kong.

PubMed

Wong, G H Y; Hui, C L M; Wong, D Y; Tang, J Y M; Chang, W C; Chan, S K W; Lee, E H M; Xu, J Q; Lin, J J X; Lai, D C; Tam, W; Kok, J; Chung, D W S; Hung, S F; Chen, E Y H

2012-09-01

The year 2011 marked the 10-year milestone of early intervention for psychosis in Hong Kong. Since 2001, the landscape of early psychosis services has changed markedly in Hong Kong. Substantial progress has been made in the areas of early intervention service implementation, knowledge generation, and public awareness promotion. Favourable outcomes attributable to the early intervention service are supported by solid evidence from local clinical research studies; early intervention service users showed improved functioning, ameliorated symptoms, and decreased hospitalisation and suicide rates. Continued development of early intervention in Hong Kong over the decade includes the introduction and maturation of several key platforms, such as the Hospital Authority Early Assessment Service for Young People with Psychosis programme, the Psychosis Studies and Intervention Unit by the University of Hong Kong, the Hong Kong Early Psychosis Intervention Society, the Jockey Club Early Psychosis Project, and the postgraduate Psychological Medicine (Psychosis Studies) programme. In this paper, we reviewed some of the major milestones in local service development with reference to features of the Hong Kong mental health system. We describe chronologically the implementation and consolidation of public early intervention services as well as recent progresses in public awareness work that are tied in with knowledge generation and transfer, and outline the prospects for early intervention in the next decade and those that follow.

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…

The Impact of Literacy Intervention on Academic Performance of Third Grade At-Risk Students

ERIC Educational Resources Information Center

Williams, Vernita

2015-01-01

Third grade at-risk students in Wilson County Schools, Wilson, NC continuously perform below the state average on the North Carolina Third Grade Reading End-of-Grade test. Leaders in the Wilson County Schools school district implemented a literacy pull-out intervention program for third grade at-risk students as a strategy to improve reading…

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

Mathematical literacy in Plant Physiology undergraduates: results of interventions aimed at improving students' performance

NASA Astrophysics Data System (ADS)

Vila, Francisca; Sanz, Amparo

2013-09-01

The importance of mathematical literacy in any scientific career is widely recognized. However, various studies report lack of numeracy and mathematical literacy in students from various countries. In the present work, we present a detailed study of the mathematical literacy of Spanish undergraduate students of Biology enrolled in a Plant Physiology course. We have performed individual analyses of results obtained during the period 2000-2011, for questions in the examinations requiring and not requiring mathematical skills. Additionally, we present the outcome of two interventions introduced with the aim of helping students improve their prospects for success in the course. Our results confirm previous research showing students' deficiencies in mathematical skills. However, the scores obtained for mathematical questions in the examinations are good predictors of the final grades attained in Plant Physiology, as there are strong correlations at the individual level between results for questions requiring and not requiring mathematical skills. The introduction of a laboratory session devoted to strengthening the application of students' previously acquired mathematical knowledge did not change significantly the results obtained for mathematical questions. Since mathematical abilities of students entering university have declined in recent years, this intervention may have helped to maintain students' performance to a level comparable to that of previous years. The outcome of self-assessment online tests indicates that although Mathematics anxiety is lower than during examinations, the poor results obtained for questions requiring mathematical skills are, at least in part, due to a lack of self-efficacy.

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…

Literacy promotion at the Montreal Children’s Hospital

PubMed Central

Erdos, Caroline; Ferdinand, Jae-Marie

2017-01-01

Abstract The foundations for language and literacy are set in utero when babies hear the tone of their mother’s voice (1). There is strong evidence of a positive relationship between early literacy experiences and language and academic outcomes (2). Unfortunately, many parents do not know about the benefits of reading to and with young children, and many children enter school without the basic skills needed to learn to read and succeed. Physicians who have contact with young families are in a distinctive position to promote reading, though despite its evidence base, it has not yet become a universal intervention. A short description of the projects at the Montreal Children’s Hospital is provided. PMID:29479189

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…

"Dosage" Decisions for Early Intervention Services

ERIC Educational Resources Information Center

Kuhn, Miriam; Marvin, Christine A.

2016-01-01

Part C of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 requires early intervention teams craft individualized and effective plans to meet the needs of young children with special needs and their families (Küpper, 2012). Many early intervention teams, however, may struggle to follow a process that results in…

Case studies of community college non-science majors: Effects of self-regulatory interventions on biology self-efficacy and biological literacy

NASA Astrophysics Data System (ADS)

Maurer, Matthew J.

Science literacy has been at the heart of current reform efforts in science education. The focus on developing essential skills needed for individual ability to be literate in science has been at the forefront of most K--12 science curricula. Reform efforts have begun to stretch into the postsecondary arena as well, with an ever increasing dialogue regarding the need for attention to science literacy by college students, especially non-science majors. This study set out to investigate how the use of self-regulatory interventions (specifically, goal setting, concept mapping, and reflective writing) affected student biology self-efficacy and biological literacy. This study employed a qualitative research design, analyzing three case studies. Participants in the study received ten self-regulatory interventions as a set of portfolio assignments. Portfolio work was qualitatively analyzed and coded for self-efficacy, as well as evidence of biological literacy. A biology self-efficacy survey was administered pre- and post- to provide a means of self-efficacy data triangulation. Literacy data was supported via a biological literacy rubric, constructed specifically for this study. Results indicated that mastery experiences were the source of biology self-efficacy. Self-efficacy for specific tasks increased over time, and changes in self-efficacy were corroborated by the self-efficacy survey. Students were found to express biological literacy at nominal, functional, or conceptual levels depending on the specific task. This was supported by data from the biological literacy rubric scores. Final conclusions and implications for the study indicated the need for further research with more samples of students in similar and different contexts. Given the fact that the literature in this area is sparse, the results obtained here have only begun to delve into this area of research. Generalization to other biology courses or contexts outside of the one presented in this study was

A school intervention for mental health literacy in adolescents: effects of a non-randomized cluster controlled trial

PubMed Central

2013-01-01

Background “Mental health for everyone” is a school program for mental health literacy and prevention aimed at secondary schools (13–15 yrs). The main aim was to investigate whether mental health literacy, could be improved by a 3-days universal education programme by: a) improving naming of symptom profiles of mental disorder, b) reducing prejudiced beliefs, and c) improving knowledge about where to seek help for mental health problems. A secondary aim was to investigate whether adolescent sex and age influenced the above mentioned variables. A third aim was to investigate whether prejudiced beliefs influenced knowledge about available help. Method This non-randomized cluster controlled trial included 1070 adolescents (53.9% boys, M age14 yrs) from three schools in a Norwegian town. One school (n = 520) received the intervention, and two schools (n = 550) formed the control group. Pre-test and follow-up were three months apart. Linear mixed models and generalized estimating equations models were employed for analysis. Results Mental health literacy improved contingent on the intervention, and there was a shift towards suggesting primary health care as a place to seek help. Those with more prejudiced beleifs did not suggest places to seek help for mental health problems. Generally, girls and older adolescents recognized symptom profiles better and had lower levels of prejudiced beliefs. Conclusions A low cost general school program may improve mental health literacy in adolescents. Gender specific programs and attention to the age and maturity of the students should be considered when mental health literacy programmes are designed and tried out. Prejudice should be addressed before imparting information about mental health issues. PMID:24053381

A spotlight on preschool: the influence of family factors on children's early literacy skills.

PubMed

Heath, Steve M; Bishop, Dorothy V M; Bloor, Kimberley E; Boyle, Gemma L; Fletcher, Janet; Hogben, John H; Wigley, Charles A; Yeong, Stephanie H M

2014-01-01

Phonological awareness, letter knowledge, oral language (including sentence recall) and rapid automatised naming are acknowledged within-child predictors of literacy development. Separate research has identified family factors including socio-economic status, parents' level of education and family history. However, both approaches have left unexplained significant amounts of variance in literacy outcomes. This longitudinal study sought to improve prospective classification accuracy for young children at risk of literacy failure by adding two new family measures (parents' phonological awareness and parents' perceived self-efficacy), and then combining the within-child and family factors. Pre-literacy skills were measured in 102 four year olds (46 girls and 56 boys) at the beginning of Preschool, and then at the beginning and end of Kindergarten, when rapid automatised naming was also measured. Family factors data were collected at the beginning of Preschool, and children's literacy outcomes were measured at the end of Year 1 (age 6-7 years). Children from high-risk backgrounds showed poorer literacy outcomes than low-risk students, though three family factors (school socio-economic status, parents' phonological awareness, and family history) typically accounted for less Year 1 variance than the within-child factors. Combining these family factors with the end of Kindergarten within-child factors provided the most accurate classification (i.e., sensitivity = .85; specificity = .90; overall correct = .88). Our approach would identify at-risk children for intervention before they began to fail. Moreover, it would be cost-effective because although few at-risk children would be missed, allocation of unnecessary educational resources would be minimised.

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…

Cook It Up! A community-based cooking program for at-risk youth: overview of a food literacy intervention.

PubMed

Thomas, Heather Mc; Irwin, Jennifer D

2011-11-15

In Canada, there are limited occasions for youth, and especially at-risk youth, to participate in cooking programs. The paucity of these programs creates an opportunity for youth-focused cooking programs to be developed, implemented, and evaluated with the goal of providing invaluable life skills and food literacy to this potentially vulnerable group. Thus, an 18-month community-based cooking program for at-risk youth was planned and implemented to improve the development and progression of cooking skills and food literacy. This paper provides an overview of the rationale for and implementation of a cooking skills intervention for at-risk youth. The manuscript provides information about the process of planning and implementing the intervention as well as the evaluation plan. Results of the intervention will be presented elsewhere. Objectives of the intervention included the provision of applied food literacy and cooking skills education taught by local chefs and a Registered Dietitian, and augmented with fieldtrips to community farms to foster an appreciation and understanding of food, from 'gate to plate'. Eight at-risk youth (five girls and three boys, mean age = 14.6) completed the intervention as of November 2010. Pre-test cooking skills assessments were completed for all participants and post-test cooking skills assessments were completed for five of eight participants. Post intervention, five of eight participants completed in-depth interviews about their experience. The Cook It Up! program can provide an effective template for other agencies and researchers to utilize for enhancing existing programs or to create new applied cooking programs for relevant vulnerable populations. There is also a continued need for applied research in this area to reverse the erosion of cooking skills in Canadian society.

Cook It Up! A community-based cooking program for at-risk youth: overview of a food literacy intervention

PubMed Central

2011-01-01

Background In Canada, there are limited occasions for youth, and especially at-risk youth, to participate in cooking programs. The paucity of these programs creates an opportunity for youth-focused cooking programs to be developed, implemented, and evaluated with the goal of providing invaluable life skills and food literacy to this potentially vulnerable group. Thus, an 18-month community-based cooking program for at-risk youth was planned and implemented to improve the development and progression of cooking skills and food literacy. Findings This paper provides an overview of the rationale for and implementation of a cooking skills intervention for at-risk youth. The manuscript provides information about the process of planning and implementing the intervention as well as the evaluation plan. Results of the intervention will be presented elsewhere. Objectives of the intervention included the provision of applied food literacy and cooking skills education taught by local chefs and a Registered Dietitian, and augmented with fieldtrips to community farms to foster an appreciation and understanding of food, from 'gate to plate'. Eight at-risk youth (five girls and three boys, mean age = 14.6) completed the intervention as of November 2010. Pre-test cooking skills assessments were completed for all participants and post-test cooking skills assessments were completed for five of eight participants. Post intervention, five of eight participants completed in-depth interviews about their experience. Discussion The Cook It Up! program can provide an effective template for other agencies and researchers to utilize for enhancing existing programs or to create new applied cooking programs for relevant vulnerable populations. There is also a continued need for applied research in this area to reverse the erosion of cooking skills in Canadian society. PMID:22085523

Improving low health literacy and patient engagement: A social ecological approach.

PubMed

McCormack, Lauren; Thomas, Veronica; Lewis, Megan A; Rudd, Rima

2017-01-01

This article posits four principal objectives related to the overarching goal of broadening the conceptualization of health literacy. We propose a social ecological approach to health literacy and patient engagement by illustrating how this multilevel approach offers an array of strategic options for interventions. A social ecological approach supports a broader understanding of health literacy that aligns with increased patient engagement. The ecological model highlights the importance of context, demonstrates how health literacy and patient engagement are inextricably connected, and gives rise to strategies to enhance them both. We illustrate the five multilevel intervention strategies for addressing low health literacy and promoting patient engagement: accumulation, amplification, facilitation, cascade, and convergence strategies. In addition, we provide a theoretical foundation to facilitate the development of interventions to enhance health literacy and ultimately increase patient engagement. The practice implications of adopting a broader social ecological perspective to address low health literacy shifts the field from thinking about individual educational interventions to how individual interventions may be augmented or supported by interventions at additional levels of influence. The potential benefit of adopting a multilevel intervention approach is that combining interventions could produce synergies that are greater than interventions that only utilize one level of influence. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2015-01-01

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…

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

Addressing the "other" health literacy competencies--knowledge, dispositions, and oral/aural communication: development of TALKDOC, an intervention assessment tool.

PubMed

Helitzer, Deborah; Hollis, Christine; Sanders, Margaret; Roybal, Suzanne

2012-01-01

Most health literacy assessments evaluate literacy skills including reading, writing; numeracy and interpretation of tables, graphs, diagrams and charts. Some assess understanding of health systems, and the ability to adequately apply one's skills to specific health-related tasks or demands in health situations. However, to achieve functional health literacy, the ability to "obtain, process, and understand basic health information and services needed to make appropriate health decisions," other health literacy dimensions should be assessed: a person's knowledge and attitudes about a health issue affects his or her ability to and interest in participating in his or her own care. In patient care settings, the abilities to listen, ask questions and check one's understanding are crucial to making appropriate decisions and carrying out instructions. Although literacy is a skill associated with educational attainment and therefore difficult to change in a short time, health education interventions can address health literacy domains such as knowledge, attitudes and oral communication skills. For this reason, an instrument that can assess these constructs is a valuable part of a health educator's toolbox. The authors describe the development and process and outcomes of testing a novel instrument targeted to assess HPV and cervical cancer health literacy competencies, TALKDOC, including its validation with the Health Activities Literacy Scale.

Infusing Early Childhood Mental Health into Early Intervention Services

ERIC Educational Resources Information Center

Grabert, John C.

2009-01-01

This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

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.

Early detection and intervention for attention-deficit/hyperactivity disorder.

PubMed

Sonuga-Barke, Edmund J S; Koerting, Johanna; Smith, Elizabeth; McCann, Donna C; Thompson, Margaret

2011-04-01

Attention-deficit/hyperactivity disorder (ADHD) is a high-cost/high-burden disorder. Early detection and intervention may prevent or ameliorate the development of the disorder and reduce its long-term impact. In this article, we set out a rationale for an early detection and intervention program. First, we highlight the costs of the condition and second, we discuss the limitations of the current treatments. We then outline the potential value of an early detection and intervention program. We review evidence on predictors of poor outcomes for early ADHD signs and discuss how these might allow us to target early intervention more cost-effectively. We then examine potential barriers to engagement with at-risk samples. This leads to a discussion of possible intervention approaches and how these could be improved. Finally, we describe the Program for Early Detection and Intervention for ADHD (PEDIA), a 5-year program of research supported by the UK National Institute for Health Research and conducted at the University of Southampton (Southampton, UK), which aims to develop and evaluate a strategy for early intervention.

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.

Early intervention for post-traumatic stress disorder.

PubMed

Bryant, Richard A

2007-02-01

The potentially debilitating effect of posttraumatic stress disorder (PTSD) has created much interest in early intervention strategies that can reduce PTSD. This review critiques the evidence for psychological debriefing approaches and alternate early intervention strategies. The review critiques the randomized controlled trials of psychological debriefing, and early provision of cognitive behavior therapy. The latter approach involves therapy attention on acutely traumatized individuals who are high risk for PTSD development, and particularly in people with acute stress disorder (ASD). Psychological debriefing does not prevent PTSD. Cognitive behaviour therapy strategies have proven efficacy in reducing subsequent PTSD in ASD populations. Despite the promising evidence for early provision of CBT, many people do not benefit from CBT. This review concludes with consideration of major challenges facing early intervention approaches in the context of terrorist attacks and mass disasters.

Loneliness Literacy Scale: Development and Evaluation of an Early Indicator for Loneliness Prevention.

PubMed

Honigh-de Vlaming, Rianne; Haveman-Nies, Annemien; Bos-Oude Groeniger, Inge; Hooft van Huysduynen, Eveline J C; de Groot, Lisette C P G M; Van't Veer, Pieter

2014-01-01

To develop and evaluate the Loneliness Literacy Scale for the assessment of short-term outcomes of a loneliness prevention programme among Dutch elderly persons. Scale development was based on evidence from literature and experiences from local stakeholders and representatives of the target group. The scale was pre-tested among 303 elderly persons aged 65 years and over. Principal component analysis and internal consistency analysis were used to affirm the scale structure, reduce the number of items and assess the reliability of the constructs. Linear regression analysis was conducted to evaluate the association between the literacy constructs and loneliness. The four constructs "motivation", "self-efficacy", "perceived social support" and "subjective norm" derived from principal component analysis captured 56 % of the original variance. Cronbach's coefficient α was above 0.7 for each construct. The constructs "self-efficacy" and "perceived social support" were positively and "subjective norm" was negatively associated with loneliness. To our knowledge this is the first study developing a short-term indicator for loneliness prevention. The indicator contributes to the need of evaluating public health interventions more close to the intervention activities.

Effects of bottom-up and top-down intervention principles in emergent literacy in children at risk of developmental dyslexia: a longitudinal study.

PubMed

Helland, Turid; Tjus, Tomas; Hovden, Marit; Ofte, Sonja; Heimann, Mikael

2011-01-01

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

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

Parent-mediated reading interventions with children up to four years old: a systematic review.

PubMed

Sloat, Elizabeth A; Letourneau, Nicole L; Joschko, Justin R; Schryer, Erin A; Colpitts, Jennifer E

2015-03-01

Research demonstrates that literacy and academic achievement are predicated on the emergent literacy knowledge and skills children acquire from birth up to 4 years of age. Parents are children's first and most important language and literacy teachers, yet not all parents have the capacity to establish an adequate early literacy foundation. Efforts to address this situation have resulted in numerous programs aimed at fostering emergent literacy development. This systematic review evaluates evidence on the effectiveness of parent-mediated interventions that increase the time parents spend reading with young children up to 4 years old. Four studies met inclusion criteria, reporting outcomes for 664 children. Three provided data for meta-analysis of effects on reading duration. The standardized mean difference in reading duration was 1.61 (95% CI, 1.03, 2.19 fixed-effect), favoring intervention over control. Results indicate that interventions aimed at increasing the amount of time parents spend reading interactively with their children yield positive results. Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers.

Measuring Practicing Clinicians’ Information Literacy

PubMed Central

Barboza, Katherine; Jensen, Ashley E.; Bennett, Katelyn J.; Sherman, Scott E.; Schwartz, Mark D.

2017-01-01

Summary Background As healthcare moves towards technology-driven population health management, clinicians must adopt complex digital platforms to access health information and document care. Objectives This study explored information literacy, a set of skills required to effectively navigate population health information systems, among primary care providers in one Veterans’ Affairs (VA) medical center. Methods Information literacy was assessed during an 8-month randomized trial that tested a population health (panel) management intervention. Providers were asked about their use and comfort with two VA digital tools for panel management at baseline, 16 weeks, and post-intervention. An 8-item scale (range 0-40) was used to measure information literacy (Cronbach’s a=0.84). Scores between study arms and provider types were compared using paired t-tests and ANOVAs. Associations between self-reported digital tool use and information literacy were measured via Pearson’s correlations. Results Providers showed moderate levels of information literacy (M= 27.4, SD 6.5). There were no significant differences in mean information literacy between physicians (M=26.4, SD 6.7) and nurses (M=30.5, SD 5.2, p=0.57 for difference), or between intervention (M=28.4, SD 6.5) and control groups (M=25.1, SD 6.2, p=0.12 for difference). Information literacy was correlated with higher rates of self-reported information system usage (r=0.547, p=0.001). Clinicians identified data access, accuracy, and interpretability as potential information literacy barriers. Conclusions While exploratory in nature, cautioning generalizability, the study suggests that measuring and improving clinicians’ information literacy may play a significant role in the implementation and use of digital information tools, as these tools are rapidly being deployed to enhance communication among care teams, improve health care outcomes, and reduce overall costs. PMID:28197620

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…

Cell phone-based health education messaging improves health literacy.

PubMed

Zhuang, Runsen; Xiang, Yueying; Han, Tieguang; Yang, Guo-An; Zhang, Yuan

2016-03-01

The ubiquity of cell phones, which allow for short message service (SMS), provides new and innovative opportunities for disease prevention and health education. To explore the use of cell phone-based health education SMS to improve the health literacy of community residents in China. A multi-stage random sampling method was used to select representative study communities and participants ≥ 18 years old. Intervention participants were sent health education SMSs once a week for 1 year and controls were sent conventional, basic health education measures. Health literacy levels of the residents before and after the intervention were evaluated between intervention and control groups. Public health literacy scores increased 1.5 points, from 61.8 to 63.3, after SMS intervention for 1 year (P<0.01); the increase was greater for males than females (2.01 vs. 1.03; P<0.01) and for Shenzhen local residents than non-permanent residents (2.56 vs. 1.14; P<0.01). The frequency of high health literacy scores was greater for the intervention than control group (22.03% to 30.93% vs. 22.07% to 20.82%). With health literacy as a cost-effective index, the cost-effectiveness per intervention was 0.54. SMS may be a useful tool for improving health literacy.

London Literacy Champions, 1 June 2011 to 31 July 2012. Evaluation Report

ERIC Educational Resources Information Center

National Literacy Trust, 2012

2012-01-01

Research shows that early intervention is vital to improve the life chances of children in areas and situations of disadvantage. One also knows that many less advantaged families feel more comfortable receiving advice about supporting their children's literacy from a friend or peer rather than a professional, and equally that many people are keen…

1Applicability of a Video Intervention to Increase Informed Decision Making for Prostate Specific Antigen (PSA) Testing among African-American men with Different Levels of Health Literacy

PubMed Central

Ashford, Alicestine D.; Bleechington, Sherese J.; Dark, Tyra; Erwin, Deborah O.

2013-01-01

Purpose To evaluate the applicability of an evidence-based video intervention to promote informed decision making for prostate cancer (CaP) screening among African-American men with different levels of health literacy. Methods Forty nine African-American men participated in interviewer-administered, pretest-posttest interviews between January and March 2008. Health literacy status was assessed with the Test of Functional Health Literacy in Adults (TOFHLA). Repeated measures analysis of covariance (ANCOVA), McNemar or binomial distributions were computed to assess pretest/posttest differences in knowledge. Descriptive statistics were produced to describe participants’ perceptions of the information presented in the video. Results Results indicated that men with functional health literacy had higher mean levels of CaP screening knowledge at baseline than men with inadequate health literacy. The between group (F2,44 = 4.84; p = .013) and within group (F1,44 = 5.16; p = .028) test results from repeated measures ANCOVA indicated that preexisting group differences in CaP knowledge had lessened after intervention exposure. Nearly all men rated the information presented in the video as credible (98%), trustworthy (96%), interesting (100%), understandable (94%), and complete (96%). Conclusions Result from this exploratory study suggests that the video intervention is suitable for use with African-American men with different health literacy characteristics in two counties in the Greater Florida Panhandle Region. More research is recommended to evaluate the impact of the intervention on mens’ intentions to undergo screening and actual screening behavior. PMID:20355352

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).

34 CFR 303.112 - Availability of early intervention services.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

34 CFR 303.112 - Availability of early intervention services.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

34 CFR 303.112 - Availability of early intervention services.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

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,…

Mental Health Literacy: Empowering the Community to Take Action for Better Mental Health

ERIC Educational Resources Information Center

Jorm, Anthony F.

2012-01-01

For major physical diseases, it is widely accepted that members of the public will benefit by knowing what actions they can take for prevention, early intervention, and treatment. However, this type of public knowledge about mental disorders ("mental health literacy") has received much less attention. There is evidence from surveys in several…

Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

PubMed

Bond, G R; Drake, R E; Luciano, A

2015-10-01

Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

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…

Using a tailored health information technology- driven intervention to improve health literacy and medication adherence in a Pakistani population with vascular disease (Talking Rx) - study protocol for a randomized controlled trial.

PubMed

Kamal, Ayeesha Kamran; Muqeet, Abdul; Farhat, Kashfa; Khalid, Wardah; Jamil, Anum; Gowani, Ambreen; Muhammad, Aliya Amin; Zaidi, Fabiha; Khan, Danyal; Elahi, Touseef; Sharif, Shahrukh; Raz, Sibtain; Zafar, Taha; Bokhari, Syedah Saira; Rahman, Nasir; Sultan, Fateh Ali Tipoo; Sayani, Saleem; Virani, Salim S

2016-03-05

the intervention and the control arm. We estimate that a sample size of 86 participants in each arm will be able to detect a difference of 1 point on the MMAS with a power of 90 % and significance level of 5 %. Accounting for an attrition rate of 15 %, we plan to enroll 100 participants in each arm (total study population = 200). We hypothesize that a linguistically tailored health IT intervention based on IVR and SMS will be associated with an improvement in adherence (to anti-platelet and lipid-lowering medications) and an improvement in health literacy in Pakistani patients with vascular disease. This innovative study will provide early data for the feasibility of the use of IT based prescriptions in an lower middle incorme country setting with limited numeracy and literacy skills. Clinical Trials.gov: NCT02354040 - 2 February 2015.

Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

ERIC Educational Resources Information Center

Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

2011-01-01

Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

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