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Sample records for early literacy skills

  1. Emergent literacy and early writing skills.

    PubMed

    Pinto, Giuliana; Bigozzi, Lucia; Gamannossi, Beatrice Accorti; Vezzani, Claudio

    2012-01-01

    In the present study, the authors aimed to assess the short- and long-term predictive power of the various components of an emergent literacy model on early writing abilities in a language with a mainly transparent orthography (Italian). Emergent literacy skills were assessed in 72 children (M age = 5.05 years, SD = +/- .03) who were followed longitudinally from preschool to the end of the first grade of primary school. Their early writing abilities (orthographic correctness in writing individual words) and their advanced writing abilities (orthographic correctness in text writing) were tested at the beginning and at the end of the school year. Multiple stepwise and logistic regression analyses were conducted to evaluate the predictive capacities of emergent literacy abilities on early and advanced writing competences. Results show that notational competence is a strong predictor of early writing skills and that phonological competence only has an effect insofar as it is integrated with notational competence. Emergent literacy competences do not significantly predict orthographic errors in advanced text writing. This research allows for reconsideration of the importance of phonological awareness and gives a central role to notational competence in predicting early writing competence.

  2. 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…

  3. 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…

  4. 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…

  5. Development of a Tier 3 Curriculum to Teach Early Literacy Skills

    ERIC Educational Resources Information Center

    Kaminski, Ruth A.; Powell-Smith, Kelly A.; Hommel, Annie; McMahon, Rose; Aguayo, Katherine Bravo

    2014-01-01

    Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to achieve early literacy outcomes. The…

  6. 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,…

  7. A Framework for Using iPads to Build Early Literacy Skills

    ERIC Educational Resources Information Center

    Northrop, Laura; Killeen, Erin

    2013-01-01

    The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at…

  8. A Framework for Using iPads to Build Early Literacy Skills

    ERIC Educational Resources Information Center

    Northrop, Laura; Killeen, Erin

    2013-01-01

    The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at…

  9. 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…

  10. 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…

  11. 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…

  12. Promotion of Reading and Early Literacy Skills in Schools: A Comparison of Three European Countries

    ERIC Educational Resources Information Center

    Stancel-Piatak, Agnes; Mirazchiyski, Plamen; Desa, Deana

    2013-01-01

    This article gives a short overview based on the "EU High Level Group of Experts on Literacy" (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account…

  13. Promotion of Reading and Early Literacy Skills in Schools: A Comparison of Three European Countries

    ERIC Educational Resources Information Center

    Stancel-Piatak, Agnes; Mirazchiyski, Plamen; Desa, Deana

    2013-01-01

    This article gives a short overview based on the "EU High Level Group of Experts on Literacy" (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account…

  14. 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…

  15. 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…

  16. 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…

  17. Promoting Early Literacy Skills within Daily Activities and Routines in Preschool Classrooms

    ERIC Educational Resources Information Center

    Chandler, Lynette K.; Young, Robin Miller; Nylander, Donna; Shields, LuAnn; Ash, JoAnne; Bauman, Becky; Butts, Jill; Black, Kristine; Geraghty, Peggy; Hafer, Megan; Lay, Angie; Mitera, Brandie; Richardson, Debra; Steffen, Kara; Summers, Debra

    2008-01-01

    Many teachers and other service providers struggle with trying to address the many skills that are important for young children to acquire during the preschool years. Early Literacy Initiative project (Project ELI) is a comprehensive, two-tiered, early language and literacy intervention model that includes activities for all children as well as…

  18. 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…

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

    PubMed

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

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

  20. Predictors of early literacy skills in children with intellectual disabilities: a clinical perspective.

    PubMed

    van Tilborg, Arjan; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

    2014-07-01

    The present study investigated the linguistic and cognitive predictors of early literacy in 17 children with intellectual disabilities (ID) (mean age: 7; 6 years) compared to 24 children with normal language acquisition (NLA) (mean age: 6; 0 years), who were all in the so-called partial alphabetic phase of reading (Ehri, 2005). In each group, children's performances in early literacy skills (phonological awareness, letter knowledge, and word decoding) were assessed, as well as their achievement in linguistic and cognitive measures associated to these skills. The results showed that, notwithstanding the fact that there were no differences in word decoding, children with ID lagged behind on all predictor measures relevant to early literacy skills compared to children with NLA. Moreover, whereas children with NLA showed a regular predictive pathway of early literacy skills, children with ID showed a deviant pattern, in which nonverbal intelligence and rhythmic skills proved to be of major importance. Also letter knowledge appeared to be involved in their early literacy processing. It can be tentatively concluded that in the ID group, children's level of nonverbal intellectual abilities in combination with rhythmic ability proves pivotal in the development of their early literacy skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. 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.

  2. 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…

  3. 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…

  4. Statistical Learning is Related to Early Literacy-Related Skills.

    PubMed

    Spencer, Mercedes; Kaschak, Michael P; Jones, John L; Lonigan, Christopher J

    2015-04-01

    It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one's environment, plays a role in young children's acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy-oral language, vocabulary knowledge, and phonological processing-within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed.

  5. Statistical Learning is Related to Early Literacy-Related Skills

    PubMed Central

    Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

    2015-01-01

    It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

  6. Whole Language versus Code-Based Skills and Interactional Patterns in Singapore's Early Literacy Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2014-01-01

    This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading…

  7. Whole Language versus Code-Based Skills and Interactional Patterns in Singapore's Early Literacy Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2014-01-01

    This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading…

  8. 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.

  9. 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…

  10. 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…

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

    PubMed Central

    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 the Early Screening Project (ESP). Participants (n=16) were randomly assigned to receive social skills training, First Step to Success, social skills plus literacy training, Early Literacy Essentials, or to a comparison condition. Participants in the two intervention groups were combined and compared with the comparison group. Results indicated statistically significant gains in social skills outcomes for the intervention group. However, parent ratings of social skills showed superior effects for the comparison group as well. Receptive vocabulary, as measured by the Peabody Picture Vocabulary Test (PPVT), yielded a large effect size (Cohen’s d=.95) for the intervention group. Findings suggest that a combined intervention addressing literacy and social skills, shows promise and is worthy of further development and evaluation. PMID:17364005

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

    ERIC Educational Resources Information Center

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

    2017-01-01

    Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

    Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent…

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

    ERIC Educational Resources Information Center

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Chan, Man Ching Esther

    2015-01-01

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

  16. 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…

  17. Response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" by Kamii and Manning

    ERIC Educational Resources Information Center

    Adams, Gary; Cathers, Steve; Swezey, James; Haskins, Tara

    2012-01-01

    This article is a response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?" by Kamii and Manning (2005). The intent of their study was to evaluate how DIBELS and a writing test predict reading achievement, which was measured by scores on the Slosson Oral Reading Test (SORT) as well…

  18. 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…

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

    ERIC Educational Resources Information Center

    Chan, Man Ching Esther

    2015-01-01

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

  20. 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…

  1. 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…

  2. 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…

  3. Preventive Screening for Early Readers: Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

    ERIC Educational Resources Information Center

    Goffreda, Catherine T.; Diperna, James Clyde; Pedersen, Jason A.

    2009-01-01

    Current empirical evidence indicates poor learning trajectories for students with early literacy skill deficits. As such, reliable and valid detection of at-risk students through regular screening and progress monitoring is imperative. This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy…

  4. Preventive Screening for Early Readers: Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

    ERIC Educational Resources Information Center

    Goffreda, Catherine T.; Diperna, James Clyde; Pedersen, Jason A.

    2009-01-01

    Current empirical evidence indicates poor learning trajectories for students with early literacy skill deficits. As such, reliable and valid detection of at-risk students through regular screening and progress monitoring is imperative. This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy…

  5. Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses

    ERIC Educational Resources Information Center

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

    2008-01-01

    The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed emergent literacy skills and outcomes at the…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. The effects of an early history of otitis media on children's language and literacy skill development.

    PubMed

    Winskel, Heather

    2006-12-01

    Otitis media (OM) or middle ear infection is a common childhood illness and is most frequent during the crucial first 3 years of life when speech and language categories are being established, which could potentially have a long-term effect on language and literacy skill development. The purpose of the current study was to ascertain the effects of a history of OM in early childhood on later language and literacy skill development. Forty-three children from Grade 1 and Grade 2, between 6 and 8 years old with an early history of OM and 43 control children, matched for chronological age, gender and socio-economic status, participated in this study. Children were tested on multiple measures of phonological awareness, semantic knowledge, narration and reading ability. The performance of children with and without a history of OM was compared on the different measures. There was a general tendency for children with a history of OM to achieve lower scores on phonological awareness skills of alliteration, rhyme and non-word reading, semantic skills of expressive vocabulary and word definitions and reading than non-OM children. These findings highlight the potential problems an early history of middle ear infection can have on school-aged children's later language and literacy development.

  11. 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…

  12. 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…

  13. Developing Information Literacy Skills Early in an Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Freeman, Edward; Lynd-Balta, Eileen

    2010-01-01

    Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester…

  14. 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.

  15. Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments.

    PubMed

    Toussaint, Karen A; Tiger, Jeffrey H

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.

  16. 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…

  17. 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…

  18. The Montana Early Literacy Project--Building Language and Literacy Skills during the Early Childhood Years: Preparing Children with Disabilities for Success in Early Elementary School. Final Report.

    ERIC Educational Resources Information Center

    van den Pol, Rick

    This final report describes the objectives, activities and outcomes of a federally funded project designed to develop a model for fostering emerging literacy and language skills in young children with disabilities. The model promotes the belief that literacy is one of the primary avenues by which an individual gains access to full community…

  19. 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…

  20. 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…

  1. 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

  2. Effective early literacy skill development for young Spanish-speaking English language learners: an experimental study of two methods.

    PubMed

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

    2009-01-01

    Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before and after the intervention in Spanish and English. Children in the English-only and transitional groups made significant gains in their emergent literacy skills in both Spanish and English compared to the control group, The English-only and transitional models were equally effective for English language outcomes, but for Spanish-language outcomes, only the transitional model was effective. The results suggest that a targeted early literacy intervention can improve Spanish-speaking preschoolers' preliteracy skills.

  3. Enhancing early literacy skills for preschool children: bringing a professional development model to scale.

    PubMed

    Landry, Susan H; Swank, Paul R; Smith, Karen E; Assel, Michael A; Gunnewig, Susan B

    2006-01-01

    A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed.

  4. Progress in Language and Literacy Skills among Children with Disabilities in Inclusive Early Reading First Classrooms

    ERIC Educational Resources Information Center

    Green, Katherine B.; Terry, Nicole Patton; Gallagher, Peggy A.

    2014-01-01

    Quality literacy instruction in preschool can be critical to the future academic success for all children, but may be even more so for children with disabilities. The purpose of this study was to examine progress in emergent literacy skills of young children with disabilities, compared with their typical peers, in an inclusive preschool setting.…

  5. Development in Early Literacy Skills during the Pre-Kindergarten Year in Head Start: Relations between Growth in Children's Writing and Understanding of Letters

    ERIC Educational Resources Information Center

    Diamond, Karen E.; Gerde, Hope K.; Powell, Douglas R.

    2008-01-01

    Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary…

  6. Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts

    ERIC Educational Resources Information Center

    Luckner, John L.

    2013-01-01

    Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for…

  7. Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts

    ERIC Educational Resources Information Center

    Luckner, John L.

    2013-01-01

    Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for…

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

    PubMed Central

    Piasta, Shayne B.; Wagner, Richard K.

    2009-01-01

    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. PMID:20671801

  9. Contextualized Approach to Language and Literacy (Project CALL): Capitalizing on Varied Activities and Contexts to Teach Early Literacy Skills

    ERIC Educational Resources Information Center

    Culatta, Barbara; Hall, Kendra; Kovarsky, Dana; Theadore, Geraldine

    2007-01-01

    In a federally funded early literacy project, various instructional activities were embedded into an array of classroom contexts to provide supplemental literacy instruction and to contrast children's engagement and participation in different contexts and participant structures. The study was conducted with English- and Spanish-speaking children…

  10. 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…

  11. 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…

  12. Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.

    PubMed

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

    2017-01-01

    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 2 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 (mean 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. (PsycINFO Database Record

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, Julia Ai Cheng; Al Otaiba, Stephanie

    2015-01-01

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

  15. Early Literacy and Comprehension Skills in Children Learning English as an Additional Language and Monolingual Children with Language Weaknesses

    ERIC Educational Resources Information Center

    Bowyer-Crane, Claudine; Fricke, Silke; Schaefer, Blanca; Lervåg, Arne; Hulme, Charles

    2017-01-01

    Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80…

  16. Language Proficiency and Early Literacy Skills of Cantonese-Speaking English Language Learners in the U.S. and Canada

    ERIC Educational Resources Information Center

    Uchikoshi, Yuuko; Marinova-Todd, Stefka H.

    2012-01-01

    This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average,…

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

    ERIC Educational Resources Information Center

    Lee, Julia Ai Cheng; Al Otaiba, Stephanie

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  20. Language Proficiency and Early Literacy Skills of Cantonese-Speaking English Language Learners in the U.S. and Canada

    ERIC Educational Resources Information Center

    Uchikoshi, Yuuko; Marinova-Todd, Stefka H.

    2012-01-01

    This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average,…

  1. Beyond Correlational Analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Classification Validity Study

    ERIC Educational Resources Information Center

    Nelson, Jason M.

    2008-01-01

    This study investigated the classification validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) using a sample of kindergarteners (N = 177). Results indicated the cutoff scores for determining "at-risk" status on the DIBELS produced substantial false negative rates. Cutoff scores identifying students as at "some risk"…

  2. Early Beginnings: Early Literacy Knowledge and Instruction

    ERIC Educational Resources Information Center

    National Institute for Literacy, 2009

    2009-01-01

    The National Early Literacy Panel was convened in 2002 to conduct a synthesis of the most rigorous scientific research available on the development of early literacy skills in children from birth to age 5. The primary purpose of the panel was to identify research evidence that would contribute to decisions in educational policy and practice that…

  3. Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten

    PubMed Central

    Soden-Hensler, Brooke; Taylor, Jeanette; Schatschneider, Christopher

    2011-01-01

    Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of pre-reading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and non-shared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of pre-reading literacy skills that could inform work on the development of reading skill. PMID:23204828

  4. The impact of early literacy guidance on language skills of 3-year-olds.

    PubMed

    Theriot, Judy A; Franco, Sofia M; Sisson, Barbara A; Metcalf, Sharon C; Kennedy, Mary A; Bada, Henrietta S

    2003-03-01

    The objective of this prospective study was to determine the impact of early literacy anticipatory guidance (AG) with provision of books on language development in 3-year-olds in an early literacy program at a University-affiliated inner-city pediatric clinic. The Peabody Picture Vocabulary Test (PPVT-III) and the Expressive One Word Picture Vocabulary Test (EOWPVT-R) were administered to 33-39-month-old children exposed to an early literacy program, which included AG and provision of an age-appropriate book at each well-child visit starting at 2 months old. Children with developmental delays were excluded. Parental surveys on literacy and demographic data were obtained. Univariate and multivariate analyses were performed. Sixty-four children were evaluated; 88% African American, 89% Medicaid recipients. Fifty-eight percent of families reported family-centered literacy orientation. The PPVT-III scores directly correlated with the number of AG visits with book given x number of books purchased (r2 = 0.025, p = 0.0006). Higher scores in EOWPVT-R were predicted by race and the number of visits with books given x number of books purchased (r2 = 0.182, p = 0.0009). All families reported reading together, half reporting positive family-centered literacy. Given the same number of books purchased for each child, the outcome scores were higher the greater the number of clinic visits wherein AG included early literacy and provision of books.

  5. Speech, language and literacy skills 3 years later: a follow-up study of early phonological and metaphonological intervention.

    PubMed

    Bernhardt, Barbara; Major, Eva

    2005-01-01

    Three years before the present study, 19 preschool children participated in a phonological and metaphonological intervention programme. The phonological intervention programme was based on non-linear phonological analyses. The metaphonological intervention programme included both rhyming and alliteration tasks and was directly targeted during the last section of the programme. All children made significant gains in phonology, and many in metaphonology. However, the literature notes a tendency for children with history of early speech or language impairments to have difficulty acquiring literacy skills or to show residual speech impairment. The participants of the 1998 study were therefore considered at risk for continuing speech impairment and/or academic performance. The primary objectives were to document the children's later speech, language and literacy skills, and to determine potential relationships between previous and concurrent child factors. Twelve children from the original cohort (aged 6;1-8;5) received a comprehensive battery of speech, language, cognitive and academic tasks 3 years after the original study. Data were evaluated both concurrently and in terms of the children's preschool performance. Five of the children had residual phonological impairment. Only two children showed below average reading (decoding and comprehension), although five also showed below average spelling performance. Children with limitations in verbal memory, language production and metaphonology at the follow-up point were more likely to show delays in literacy. Language production skills at the follow-up point were most strongly correlated with literacy development. In terms of the early study, the strongest predictor for literacy development was performance on metaphonology tasks at the end of the early intervention study. The strongest predictor for ongoing speech impairment was phonological skill at the end of the early study. Results suggest that early phonological and

  6. Literacy skills in children with cochlear implants: the importance of early oral language and joint storybook reading.

    PubMed

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

    2009-01-01

    The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants.

  7. Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

    PubMed Central

    Ambrose, Sophie E.; Eisenberg, Laurie S.

    2009-01-01

    The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. PMID:18417463

  8. Auditory temporal-regularity processing correlates with language and literacy skill in early adulthood.

    PubMed

    Grube, Manon; Cooper, Freya E; Griffiths, Timothy D

    2013-01-01

    This work tests the hypothesis that language skill depends on the ability to incorporate streams of sound into an accurate temporal framework. We tested the ability of young English-speaking adults to process single time intervals and rhythmic sequences of such intervals, hypothesized to be relevant to the analysis of the temporal structure of language. The data implicate a specific role for the ability to process beat-based temporal regularities in phonological language and literacy skill.

  9. Auditory temporal-regularity processing correlates with language and literacy skill in early adulthood

    PubMed Central

    Grube, Manon; Cooper, Freya E.; Griffiths, Timothy D.

    2013-01-01

    This work tests the hypothesis that language skill depends on the ability to incorporate streams of sound into an accurate temporal framework. We tested the ability of young English-speaking adults to process single time intervals and rhythmic sequences of such intervals, hypothesized to be relevant to the analysis of the temporal structure of language. The data implicate a specific role for the ability to process beat-based temporal regularities in phonological language and literacy skill. PMID:24168197

  10. The Effects of an Early History of Otitis Media on Children's Language and Literacy Skill Development

    ERIC Educational Resources Information Center

    Winskel, Heather

    2006-01-01

    Background: Otitis media (OM) or middle ear infection is a common childhood illness and is most frequent during the crucial first 3 years of life when speech and language categories are being established, which could potentially have a long-term effect on language and literacy skill development. Aims: The purpose of the current study was to…

  11. The Effects of an Early History of Otitis Media on Children's Language and Literacy Skill Development

    ERIC Educational Resources Information Center

    Winskel, Heather

    2006-01-01

    Background: Otitis media (OM) or middle ear infection is a common childhood illness and is most frequent during the crucial first 3 years of life when speech and language categories are being established, which could potentially have a long-term effect on language and literacy skill development. Aims: The purpose of the current study was to…

  12. 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…

  13. 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…

  14. 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…

  15. Letter and Numeral Identification: Their Relationship with Early Literacy and Numeracy Skills

    ERIC Educational Resources Information Center

    Neumann, Michelle M.; Hood, Michelle; Ford, Ruth M.; Neumann, David L.

    2013-01-01

    The relationship between letter and numeral identification is reviewed to determine whether early identification of these symbols impact upon both literacy and numeracy development. Numerals and letters share similar perceptual properties such as geometric features and arbitrary labels. Through early socio-cultural experiences with surrounding…

  16. Letter and Numeral Identification: Their Relationship with Early Literacy and Numeracy Skills

    ERIC Educational Resources Information Center

    Neumann, Michelle M.; Hood, Michelle; Ford, Ruth M.; Neumann, David L.

    2013-01-01

    The relationship between letter and numeral identification is reviewed to determine whether early identification of these symbols impact upon both literacy and numeracy development. Numerals and letters share similar perceptual properties such as geometric features and arbitrary labels. Through early socio-cultural experiences with surrounding…

  17. 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,…

  18. Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers

    ERIC Educational Resources Information Center

    Brown, Carmen Sherry

    2014-01-01

    For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills…

  19. 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…

  20. 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,…

  1. A Spotlight on Preschool: The Influence of Family Factors on Children’s Early Literacy Skills

    PubMed Central

    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

    Rationale 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. Method 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). Results 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). Implications 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. PMID:24751691

  2. 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.

  3. The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.

    PubMed

    Cárdenas-Hagan, Elsa; Carlson, Coleen D; Pollard-Durodola, Sharolyn D

    2007-07-01

    The purpose of this study was to examine the effects of initial first and second language proficiencies as well as the language of instruction that a student receives on the relationship between native language ability of students who are English language learners (ELLs) and their development of early literacy skills and the second language. This study investigated the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district. A total of 1,016 ELLs in kindergarten participated in the study. Students were administered a comprehensive battery of tests in English and Spanish, and classroom observations provided information regarding the Spanish or English language use of the teacher. Findings from this study suggest that Spanish-speaking students with high Spanish letter name and sound knowledge tend to show high levels of English letter name and sound knowledge. ELLs with low Spanish and English letter name and sound knowledge tend to show high levels of English letter name and sound knowledge when they are instructed in English. Letter name and sound identification skills are fairly highly positively correlated across languages in the beginning of the kindergarten year. In addition, phonological awareness skills appear to be the area with the most significant and direct transfer of knowledge, and language skills do not appear to be a factor in the development of phonological awareness. Finally, the relationship between oral language skills across languages was low, suggesting little relationship between oral language skills across languages at the beginning of the kindergarten year. Results from this study suggest that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction for Spanish-speaking ELLs may produce varying results for different students.

  4. Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya

    ERIC Educational Resources Information Center

    Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy

    2015-01-01

    Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many…

  5. Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya

    ERIC Educational Resources Information Center

    Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy

    2015-01-01

    Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many…

  6. Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?

    PubMed

    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.

  7. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

    PubMed Central

    Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

  8. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

    PubMed

    Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

  9. The Efficacy of the Dynamic Indicators of Basic Early Literacy Skills for Predicting Performance on the Pennsylvania System of State Assessment

    ERIC Educational Resources Information Center

    Olejniczak, Rebecca

    2011-01-01

    Poor early literacy skills can impact a child significantly, limiting school achievement and success throughout the life span. Difficulties are also associated with numerous social problems. Students exhibiting prereading skill deficits often fall even further behind their classmates in later elementary years (Cusumanzo, 2007; Deno, 1989;…

  10. An Examination of Predictive Bias for Second Grade Reading Outcomes from Measures of Early Literacy Skills in Kindergarten with Respect to English-Language Learners and Ethnic Subgroups

    ERIC Educational Resources Information Center

    Betts, Joseph; Reschly, Amy; Pickart, Mary; Heistad, Dave; Sheran, Christina; Marston, Doug

    2008-01-01

    The assessment of early literacy skills during the kindergarten year can provide useful information about student performance in prereading skills, which are predictors of later reading achievement. This study examined the use of fluency-based prompts of student phonemic awareness, alphabetic principle, and oral reading at the end of kindergarten…

  11. The Efficacy of the Dynamic Indicators of Basic Early Literacy Skills for Predicting Performance on the Pennsylvania System of State Assessment

    ERIC Educational Resources Information Center

    Olejniczak, Rebecca

    2011-01-01

    Poor early literacy skills can impact a child significantly, limiting school achievement and success throughout the life span. Difficulties are also associated with numerous social problems. Students exhibiting prereading skill deficits often fall even further behind their classmates in later elementary years (Cusumanzo, 2007; Deno, 1989;…

  12. An Examination of Predictive Bias for Second Grade Reading Outcomes from Measures of Early Literacy Skills in Kindergarten with Respect to English-Language Learners and Ethnic Subgroups

    ERIC Educational Resources Information Center

    Betts, Joseph; Reschly, Amy; Pickart, Mary; Heistad, Dave; Sheran, Christina; Marston, Doug

    2008-01-01

    The assessment of early literacy skills during the kindergarten year can provide useful information about student performance in prereading skills, which are predictors of later reading achievement. This study examined the use of fluency-based prompts of student phonemic awareness, alphabetic principle, and oral reading at the end of kindergarten…

  13. Understanding the Relations between Dimensions of Literacy Teaching and Preschool Children's Literacy Skills

    ERIC Educational Resources Information Center

    Zhang, Chenyi

    2013-01-01

    Preschool teachers' literacy instruction during classroom activity is important to young children's early development of literacy skills. The present study employed repeated measure ANOVAs to examine the dimensions of 42 Head Start teachers' literacy instruction (i.e., literacy content, teaching process, and lexical characteristics) during large…

  14. Understanding the Relations between Dimensions of Literacy Teaching and Preschool Children's Literacy Skills

    ERIC Educational Resources Information Center

    Zhang, Chenyi

    2013-01-01

    Preschool teachers' literacy instruction during classroom activity is important to young children's early development of literacy skills. The present study employed repeated measure ANOVAs to examine the dimensions of 42 Head Start teachers' literacy instruction (i.e., literacy content, teaching process, and lexical characteristics) during large…

  15. Using the dynamic indicators of basic early literacy skills with students who are deaf or hard of hearing: perspectives of a panel of experts.

    PubMed

    Luckner, John L

    2013-01-01

    Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for reading in preschools and elementary schools for typical hearing students are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The purpose of this study was to gather the perceptions of a panel of experts in the area of reading and individuals who are deaf or hard of hearing regarding the potential appropriateness of using the subtests of the DIBELS with students who are deaf or hard of hearing. Results, as well as practical and research implications, are provided.

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  17. Examining the Impacts of Early Reading Intervention on the Growth Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners

    ERIC Educational Resources Information Center

    Lo, Ya-yu; Chuang Wang; Haskell, Sherry

    2009-01-01

    This study investigated the effects of the "Scott Foresman Early Reading Intervention" (ERI) on growth rates in the early literacy skills of urban at-risk kindergarten students. Students participated in one of three groups: treatment-intensive/ strategic, treatment-benchmark, and nontreatment-benchmark. Treatment group students received…

  18. Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses.

    PubMed

    Bowyer-Crane, Claudine; Fricke, Silke; Schaefer, Blanca; Lervåg, Arne; Hulme, Charles

    2017-01-01

    Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.

  19. Executive Function of Spanish-Speaking Language-Minority Preschoolers: Structure and Relations with Early Literacy Skills and Behavioral Outcomes

    PubMed Central

    Lonigan, Christopher J.; Lerner, Matthew D.; Goodrich, J. Marc; Farrington, Amber L.; Allan, Darcey M.

    2015-01-01

    Young children’s executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socio-emotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 - 69 months (M = 54.23, SD = 6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior-rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children’s more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children’s EF was substantially related to the language, early literacy, and behavioral self-regulation measures, as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children. PMID:26704302

  20. Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.

    PubMed

    Lonigan, Christopher J; Lerner, Matthew D; Goodrich, J Marc; Farrington, Amber L; Allan, Darcey M

    2016-04-01

    Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children's more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children's EF was substantially related to the language, early literacy, and behavioral self-regulation measures as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. The Relationship between Multiple Birth Children's Early Phonological Skills and Later Literacy.

    ERIC Educational Resources Information Center

    McMahon, Sandra; Stassi, Kelly; Dodd, Barbara

    1998-01-01

    A study of 20 multiple birth children (MBC) (ages 7-8) and 20 controls found MBC performed significantly more poorly on some tasks of phonological processing, and early phonological skills of MBC were correlated with poor performance on visual rhyme recognition, word repetition, and phoneme detection tasks five years later. (Author/CR)

  2. 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

  3. Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods

    ERIC Educational Resources Information Center

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

    2009-01-01

    Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before…

  4. Children Achieving: Best Practices in Early Literacy.

    ERIC Educational Resources Information Center

    Neuman, Susan B., Ed.; Roskos, Kathleen A., Ed.

    This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the…

  5. Children Achieving: Best Practices in Early Literacy.

    ERIC Educational Resources Information Center

    Neuman, Susan B., Ed.; Roskos, Kathleen A., Ed.

    This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the…

  6. Impact of a Reading Program on Rural Elementary School Students' Oral Reading Fluency and Early Literacy Skill Acquisition and Rate of Improvement

    ERIC Educational Resources Information Center

    Smith, Christina

    2013-01-01

    This program evaluation is a study of the effectiveness of a core reading program, Journeys, by Houghton Mifflin Harcourt (HMH), on the early literacy skills and oral reading fluency (ORF) of kindergarten through second grade students in a rural elementary school. The scores of the students in the experimental group were compared to scores of…

  7. Taking a "Simple View" of the Dynamic Indicators of Basic Early Literacy Skills as a Predictor of Multiple Measures of Third-Grade Reading Comprehension

    ERIC Educational Resources Information Center

    Munger, Kristen A.; Blachman, Benita A.

    2013-01-01

    The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…

  8. 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…

  9. 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…

  10. Vowel categorization skill and its relationship to early literacy skills among first-grade Québec-French children.

    PubMed

    Caravolas, M; Bruck, M

    2000-07-01

    Six-year-old children's ability to categorize words on the basis of vowel categories was examined at the beginning of first grade and again after 6 months of formal schooling. The potential effects of relative proximity of vowels in the vowel space, of syllable structure, and of input phonology were assessed. Also, the effect of literacy instruction on vowel categorization and the relationship of vowel categorization with vowel spelling and reading skill were investigated. Results indicate that the ability to categorize vowels does not develop uniformly but is affected by the degree of spectral/articulatory proximity between vowels, by syllable structure, and potentially by characteristics of the input phonology. Error analyses further indicate that children have fuzzy category boundaries between vowels adjacent on the height continuum. The pattern of results on oral categorization and written tasks suggests a reciprocal relationship. Categorization ability improved after 6 months of schooling. However, vowels that children found more difficult to categorize were also more difficult to read and spell. Copyright 2000 Academic Press.

  11. Developmental trajectories of preschool early literacy skills: a comparison of language-minority and monolingual-English children.

    PubMed

    Lonigan, Christopher J; Farver, Joann M; Nakamoto, Jonathan; Eppe, Stefanie

    2013-10-01

    This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in age from 37 to 60 months (M = 50.73; SD = 5.04), included 540 Spanish-speaking LM and 408 non-LM children (47% girls) who were enrolled in 30 Head Start classrooms. Scores on a measure of oral language and measures of code-related skills (i.e., phonological awareness, print knowledge) were lower for LM children than for non-LM children. LM children experienced significantly faster growth in oral language skills than did non-LM children. Growth for print knowledge and blending was similar for LM and non-LM children, whereas LM children experienced slightly less growth than non-LM children on elision. The inclusion of child (i.e., initial language scores, age, nonverbal cognitive ability) and family (i.e., maternal/paternal education, 2-parent household, father employment) variables eliminated initial differences between LM and non-LM children on the code-related variables, and the effect was due primarily to children's initial oral language skills. These results indicate that the early risk for reading-related problems experienced by Spanish-speaking LM children is due both to low SES and to their LM status, and they highlight the critical need for the development, evaluation, and deployment of early instructional programs for LM children with limited English oral language proficiency.

  12. The Role of Storytelling in Early Literacy Development.

    ERIC Educational Resources Information Center

    Phillips, Louise

    Many storytellers, educators, and researchers advocate that storytelling can contribute significantly to early literacy development. Early childhood education needs to embrace literacy programs that actively employ storytelling to bridge students' established oracy skills and their newfound literacy skills. By doing this, children will encounter a…

  13. Promoting Early Literacy through the Professional Development of Preschool Teachers

    ERIC Educational Resources Information Center

    Lane, Cristianne; Prokop, Mary Jo Surges; Johnson, Evelyn; Podhajski, Blanche; Nathan, Jane

    2014-01-01

    The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous…

  14. The National Early Literacy Panel and Preschool Literacy Instruction: Green Lights, Caution Lights, and Red Lights

    ERIC Educational Resources Information Center

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

    2011-01-01

    The high level of acceptance in US society of the preschool years as a critically important time for building early literacy skills has led to a flurry of activity in early childhood research and policy. The National Early Literacy Panel (NELP) report "Developing Early Literacy" (2008) is one example of this activity. The NELP report is…

  15. The National Early Literacy Panel and Preschool Literacy Instruction: Green Lights, Caution Lights, and Red Lights

    ERIC Educational Resources Information Center

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

    2011-01-01

    The high level of acceptance in US society of the preschool years as a critically important time for building early literacy skills has led to a flurry of activity in early childhood research and policy. The National Early Literacy Panel (NELP) report "Developing Early Literacy" (2008) is one example of this activity. The NELP report is…

  16. The Development of Early Literacy Skills among Children with Speech Difficulties: A Test of the "Critical Age Hypothesis".

    ERIC Educational Resources Information Center

    Nathan, Liz; Stackhouse, Joy; Goulandris, Nata; Snowling, Margaret J.

    2004-01-01

    This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  19. Promoting Workplace Literacy and Basic Skills Development.

    ERIC Educational Resources Information Center

    Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

    This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

  20. Developing Early Literacy: Report of the National Early Literacy Panel. A Scientific Synthesis of Early Literacy Development and Implications for Intervention

    ERIC Educational Resources Information Center

    National Institute for Literacy, 2008

    2008-01-01

    The National Early Literacy Panel (NELP) was appointed in 2002 and carried out its work under the auspices of the National Center for Family Literacy (NCFL). NELP's primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. The National Institute…

  1. Validity of DIBELS Early Literacy Measures with Korean English Learners

    ERIC Educational Resources Information Center

    Vanderwood, Michael L.; Nam, Jeanie E.; Sun, Jennifer W.

    2014-01-01

    The purpose of this study was to examine the validity of two Dynamic Indicators of Basic Early Literacy Skills (DIBELS) early literacy measures with first-grade Korean speaking English Learners (ELs). A total of 30 first-grade Korean ELs were screened three times during the year using early literacy measures from DIBELS. A sample of students was…

  2. 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…

  3. The Emergent Literacy Skills of Four-Year-Old Children Receiving Free Kindergarten Early Childhood Education in New Zealand

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Gillon, Gail T.; van Bysterveldt, Anne K.; Boyd, Lynda

    2015-01-01

    This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name…

  4. The Emergent Literacy Skills of Four-Year-Old Children Receiving Free Kindergarten Early Childhood Education in New Zealand

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Gillon, Gail T.; van Bysterveldt, Anne K.; Boyd, Lynda

    2015-01-01

    This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name…

  5. 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…

  6. Early Literacy Skills and English Language Learners: An Analysis of Students in a Title I School

    ERIC Educational Resources Information Center

    Ostayan, Jennifer R.

    2016-01-01

    This article examined student literacy assessments in light of students' levels of English language proficiency. The study supported the hypotheses that a student's level of language proficiency positively predicted their DIBELS Composite score at the beginning, middle, and end of kindergarten by utilizing a simple linear regression. An ANOVA…

  7. Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten

    ERIC Educational Resources Information Center

    Ford, Karen L.; Cabell, Sonia Q.; Konold, Timothy R.; Invernizzi, Marcia; Gartland, Lauren B.

    2013-01-01

    This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early…

  8. Developmentally Appropriate New Media Literacies: Supporting Cultural Competencies and Social Skills in Early Childhood Education

    ERIC Educational Resources Information Center

    Alper, Meryl

    2013-01-01

    Young children explore their world through manipulatives, playing with "technology" that may or may not be digital. To this end, I offer an exploration into how the existing framework of the New Media Literacies (NMLs) paradigm set forth by Henry Jenkins (2006) in "Confronting the Challenges of Participatory Culture: Media Education…

  9. 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…

  10. Early Literacy Skills and English Language Learners: An Analysis of Students in a Title I School

    ERIC Educational Resources Information Center

    Ostayan, Jennifer R.

    2016-01-01

    This article examined student literacy assessments in light of students' levels of English language proficiency. The study supported the hypotheses that a student's level of language proficiency positively predicted their DIBELS Composite score at the beginning, middle, and end of kindergarten by utilizing a simple linear regression. An ANOVA…

  11. Developmentally Appropriate New Media Literacies: Supporting Cultural Competencies and Social Skills in Early Childhood Education

    ERIC Educational Resources Information Center

    Alper, Meryl

    2013-01-01

    Young children explore their world through manipulatives, playing with "technology" that may or may not be digital. To this end, I offer an exploration into how the existing framework of the New Media Literacies (NMLs) paradigm set forth by Henry Jenkins (2006) in "Confronting the Challenges of Participatory Culture: Media Education…

  12. Assessing Early Literacy.

    ERIC Educational Resources Information Center

    Hodges, Carol A.

    Criticisms leveled at readiness tests in general by a variety of early childhood groups and at reading tests in general by reading researchers certainly appear to be valid for traditional paper and pencil reading readiness tests. These reading readiness tests have not kept pace with advances in early literacy instructional techniques, such as…

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

    PubMed

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

    2013-05-01

    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.

  14. 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

  15. Project SEEL: Part I. Systematic and Engaging Early Literacy Instruction

    ERIC Educational Resources Information Center

    Culatta, Barbara; Aslett, Richard; Fife, Megan; Setzer, Lee Ann

    2004-01-01

    Part I of a three-part series, this article describes Systematic and Engaging Early Literacy Instruction (SEEL), a program designed to engage and motivate children as they learn early literacy skills. The project, implemented in Spanish as part of a dual language program, used a variety of interactive literacy activities and tailor-made texts to…

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

    ERIC Educational Resources Information Center

    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 either to a control condition (HighScope Preschool Curriculum) or to receive…

  17. Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.

    PubMed

    Bowyer-Crane, Claudine; Snowling, Margaret J; Duff, Fiona J; Fieldsend, Elizabeth; Carroll, Julia M; Miles, Jeremy; Götz, Kristina; Hulme, Charles

    2008-04-01

    This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support.

  18. Aural Skills: At the Juncture of Research in Early Reading and Music Literacy

    ERIC Educational Resources Information Center

    Hansen, Dee; Milligan, Sarah A.

    2012-01-01

    Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

  19. Relationships between Early Language Skills and Future Literacy Development in Hong Kong

    ERIC Educational Resources Information Center

    Shing, Richard Wong Kwok

    2013-01-01

    Practitioners as well as language approach and language development scholars need to work together to create an environment in which research-based learning methods can be put into practice with developmentally appropriate content. Inadequate attention has been given to the crucial language skills that underpin children's language and literacy…

  20. Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten

    ERIC Educational Resources Information Center

    Soden-Hensler, Brooke; Taylor, Jeanette; Schatschneider, Christopher

    2012-01-01

    Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared…

  1. Relationships between Early Language Skills and Future Literacy Development in Hong Kong

    ERIC Educational Resources Information Center

    Shing, Richard Wong Kwok

    2013-01-01

    Practitioners as well as language approach and language development scholars need to work together to create an environment in which research-based learning methods can be put into practice with developmentally appropriate content. Inadequate attention has been given to the crucial language skills that underpin children's language and literacy…

  2. Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten

    ERIC Educational Resources Information Center

    Soden-Hensler, Brooke; Taylor, Jeanette; Schatschneider, Christopher

    2012-01-01

    Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared…

  3. Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children

    ERIC Educational Resources Information Center

    Macaruso, Paul; Rodman, Alyson

    2011-01-01

    Two studies examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers and kindergartners in an urban public school system. The CAI programs provided exercises in phonological awareness and basic phonics skills. We compared treatment classes using CAI with control classes…

  4. NewPhonics: An Early Literacy Program for Kindergarten. [Videotape].

    ERIC Educational Resources Information Center

    Birnbaum, Ricki Korey

    This 15-minute videotape describes the NewPhonics program, a developmentally appropriate program specifically for kindergarten and pre-first grade that fosters the skills necessary for early literacy learning. The video addresses the two necessary skills that children must possess to experience success in the early stages of literacy learning:…

  5. NewPhonics: An Early Literacy Program for Kindergarten. [Videotape].

    ERIC Educational Resources Information Center

    Birnbaum, Ricki Korey

    This 15-minute videotape describes the NewPhonics program, a developmentally appropriate program specifically for kindergarten and pre-first grade that fosters the skills necessary for early literacy learning. The video addresses the two necessary skills that children must possess to experience success in the early stages of literacy learning:…

  6. 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.

  7. Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

    ERIC Educational Resources Information Center

    Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

    2015-01-01

    The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home "numeracy" environment, the…

  8. Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

    ERIC Educational Resources Information Center

    Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

    2015-01-01

    The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home "numeracy" environment, the…

  9. Early Literacy Promotion in the Digital Age.

    PubMed

    Navsaria, Dipesh; Sanders, Lee M

    2015-10-01

    School readiness and educational success is strongly mediated by early literacy skills. In both exam-room and community-based settings, child-health providers can affect the trajectory of early literacy by implementing evidence-based, culturally appropriate interventions that support child development, parenting skills, and child-caregiver interaction. Despite limited research on the subject, these interventions should also attend to the evolving role of digital-media exposure (both positive and negative) on the developmental health of children. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Early Numeracy and Literacy: Untangling the Relation between Specific Components

    ERIC Educational Resources Information Center

    Purpura, David J.; Napoli, Amy R.

    2015-01-01

    Although it is evident that advanced aspects of numeracy are dependent on the successful acquisition of early skills, this developmental process does not occur in isolation from other academic factors. Early literacy skills are intertwined with the acquisition of early numeracy skills, particularly at the informal numeracy and numeral knowledge…

  11. Using Film to Increase Literacy Skills

    ERIC Educational Resources Information Center

    Vetrie, Michael

    2004-01-01

    An attempt is made to show how at-risk students can increase their literacy skills through reading film as text by connecting classical Greek and Elizabethan theater to contemporary film. Films that feature violence are utilized by students to increase their literacy skills and also reach a critical awareness of the impact of violence in our…

  12. Resourcing Adult Literacy and Basic Skills.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit, London (England).

    This discussion document provides detailed guidance on the resources needed to provide high quality learning opportunities for adults who want to improve basic communication skills. Background material is provided on the size of the literacy problem, the response of educators, the level of resources allocated for adult literacy and basic skills,…

  13. Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing.

    PubMed

    Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco

    2016-01-01

    Many studies have suggested that the concept of "number" is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills.

  14. Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing

    PubMed Central

    Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco

    2016-01-01

    Many studies have suggested that the concept of “number” is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills. PMID:27458413

  15. 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…

  16. 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,…

  17. 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,…

  18. Relationships among L1 Print Exposure and Early L1 Literacy Skills, L2 Aptitude, and L2 Proficiency

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

    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…

  1. Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

    ERIC Educational Resources Information Center

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

    2009-01-01

    The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral…

  2. Relationships among L1 Print Exposure and Early L1 Literacy Skills, L2 Aptitude, and L2 Proficiency

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening…

  3. Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES

    ERIC Educational Resources Information Center

    Gardner-Neblett, Nicole; Iruka, Iheoma U.

    2015-01-01

    Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to…

  4. Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES

    ERIC Educational Resources Information Center

    Gardner-Neblett, Nicole; Iruka, Iheoma U.

    2015-01-01

    Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to…

  5. Handbook of Early Literacy Research.

    ERIC Educational Resources Information Center

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

    This handbook brings together leading authorities to provide a comprehensive account of current knowledge in the early literacy field. The chapters are: (1)"Introduction" (Neuman and Dickinson); (2) "Emergent Literacy: Development from Prereaders to Readers" (Whitehurst and Lonigan); (3) "A Sociocultural Perspective on…

  6. Handbook of Early Literacy Research.

    ERIC Educational Resources Information Center

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

    This handbook brings together leading authorities to provide a comprehensive account of current knowledge in the early literacy field. The chapters are: (1)"Introduction" (Neuman and Dickinson); (2) "Emergent Literacy: Development from Prereaders to Readers" (Whitehurst and Lonigan); (3) "A Sociocultural Perspective on…

  7. Early Components to Childhood Literacy.

    ERIC Educational Resources Information Center

    Crown, Sid

    Within the fundamental context of "how children learn to read," attention is drawn towards an understanding of the "components" that are necessary for the child to move from oral language to early literacy. Looking at this transition requires the educator to consider whether literacy can develop as naturally for the child as speaking, or if not,…

  8. Health Literacy beyond Basic Skills. ERIC Digest.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    Research documenting links between levels of education and health outcomes suggests people with higher educational attainment may have a health advantage. Health literacy issues that go beyond basic skills include health information communication; literacy and health as cultural and social practices; a relationship among health information,…

  9. Information Literacy Skills: Teacher Understandings and Practice

    ERIC Educational Resources Information Center

    Probert, Elizabeth

    2009-01-01

    This article reports on a project, involving three New Zealand schools, which investigated teachers' understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students' lack of information literacy skills, including working with online resources, provides little research…

  10. Table Reading Skills as Quantitative Literacy

    ERIC Educational Resources Information Center

    Wills, Jeremiah B.; Atkinson, Maxine P.

    2007-01-01

    The American Institutes for Research (2006) recently reported that 20% of U.S. students graduating from four-year colleges and universities and 30% of those completing two-year degrees have quantitative literacy skills at only a basic level. Sociologists are currently working on a variety of approaches to incorporate quantitative literacy into…

  11. Developmental Milestones of Early Literacy

    MedlinePlus

    ... Breastfeeding Crying & Colic Diapers & Clothing Feeding & Nutrition Preemie Sleep Teething & Tooth Care Toddler Preschool Gradeschool Teen Young Adult Healthy Children > Ages & Stages > Baby > Developmental Milestones of Early Literacy Ages & Stages ...

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

    PubMed

    Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret

    2005-04-01

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

  13. Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES.

    PubMed

    Gardner-Neblett, Nicole; Iruka, Iheoma U

    2015-07-01

    Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. (c) 2015 APA, all rights reserved).

  14. 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…

  15. 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…

  16. The Relationship between Parents' Literacy Skills and Their Preschool Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Taylor, Nicole A.; Greenberg, Daphne; Terry, Nicole Patton

    2016-01-01

    The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

  17. The Relationship between Parents' Literacy Skills and Their Preschool Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Taylor, Nicole A.; Greenberg, Daphne; Terry, Nicole Patton

    2016-01-01

    The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

  18. Relations of Emergent Literacy Skill Development with Conventional Literacy Skill Development in Korean

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Petscher, Yaacov

    2011-01-01

    The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean…

  19. Relations of Emergent Literacy Skill Development with Conventional Literacy Skill Development in Korean

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Petscher, Yaacov

    2011-01-01

    The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean…

  20. Socioeconomic Differences in Code-Focused Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Strang, Tara M.; Piasta, Shayne B.

    2016-01-01

    In the present study, we examined patterns of code-focused emergent literacy skill growth for children from lower and higher socioeconomic (SES) families enrolled at a high-quality early childhood center. Measures of letter name knowledge, letter sound knowledge, alliteration, and rhyming were collected at three time points over the course of the…

  1. Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

    ERIC Educational Resources Information Center

    Kaminski, Ruth A.; Powell-Smith, Kelly A.

    2017-01-01

    Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early,…

  2. Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

    ERIC Educational Resources Information Center

    Kaminski, Ruth A.; Powell-Smith, Kelly A.

    2017-01-01

    Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early,…

  3. Convergent Validity of the Dynamic Indicators of Basic Early Literacy Skills with the Test of Phonological Awareness in Spanish and the Comprehensive Test of Phonological Processing in English

    ERIC Educational Resources Information Center

    Gunne, Allison J.

    2010-01-01

    Latino English Language Learners represent the largest group of language minority students attending public school in the United States. Research is needed to address the early literacy problems which impede this population from acquiring literacy in the English language with efficacy and to determine the most effective assessment and intervention…

  4. Story Based Activities Enhance Literacy Skills in Preschool Children

    ERIC Educational Resources Information Center

    Yazici, Elçin; Bolay, Hayrunnisa

    2017-01-01

    We investigated the impact of story-based activities on literacy skills in pre-school children. The efficacy of story-based activities program were tested by literacy skills survey test. Results showed that, the scores of overall literacy skills and all subsets skills in the study group (n = 45) were statistically significantly higher than the…

  5. Information Literacy Skills: Comparing and Evaluating Databases

    ERIC Educational Resources Information Center

    Grismore, Brian A.

    2012-01-01

    The purpose of this database comparison is to express the importance of teaching information literacy skills and to apply those skills to commonly used Internet-based research tools. This paper includes a comparison and evaluation of three databases (ProQuest, ERIC, and Google Scholar). It includes strengths and weaknesses of each database based…

  6. 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…

  7. Which literacy skills are associated with smoking?

    PubMed

    Martin, Laurie T; Haas, Ann; Schonlau, Matthias; Derose, Kathryn Pitkin; Rosenfeld, Lindsay; Rudd, Rima; Buka, Stephen L

    2012-02-01

    Research has demonstrated associations between smoking and reading skills, but other literacy skills such as speaking, listening and numeracy are less studied despite our dependence on the use of numbers and the oral exchange to deliver information on the risks of smoking. The authors used multivariable logistic regression to examine the effects of reading, numeracy, speaking and listening skills on: (1) becoming a regular smoker and (2) smoking cessation. Further, multivariable linear regression was used to examine the relation between literacy skills and amount smoked among current smokers. Models controlled for education, gender, age, race/ethnicity, income and, when relevant, age at which they became a regular smoker. For each grade equivalent increase in reading skills, the odds of quitting smoking increased by about 8% (OR=1.08, 95% CI 1.01 to 1.15). For every point increase in numeracy skills, the odds of quitting increased by about 24% (OR=1.24, 95% CI 1.06 to 1.46). No literacy skills were associated with becoming a regular smoker or current amount smoked. The ability to locate, understand and use information related to the risks of smoking may impact one's decision to quit. Messaging should be designed with the goal of being easily understood by all individuals regardless of literacy level.

  8. Which Literacy Skills are Associated with Smoking?

    PubMed Central

    Martin, Laurie T.; Haas, Ann; Schonlau, Matthias; Derose, Kathryn Pitkin; Rosenfeld, Lindsay; Rudd, Rima; Buka, Stephen L.

    2011-01-01

    Background Research has demonstrated associations between smoking and reading skills, but other literacy skills such as speaking, listening and numeracy are less studied despite our dependence on the use of numbers and the oral exchange to deliver information on the risks of smoking. Methods We used multivariable logistic regression to examine the effects of reading, numeracy, speaking and listening skills on 1) becoming a regular smoker and 2) smoking cessation. Further, multivariable linear regression was used to examine the relation between literacy skills and amount smoked among current smokers. Models controlled for education, gender, age, race/ethnicity, income, and, when relevant, age they became a regular smoker. Results For each grade equivalent increase in reading skills, the odds of quitting smoking increased by about 8% (OR=1.08, 95%CI: 1.01–1.15). For every point increase in numeracy skills, the odds of quitting increased by about 24% (OR=1.24, 95%CI: 1.06 – 1.46). No literacy skills were associated with becoming a regular smoker or current amount smoked. Conclusion The ability to locate, understand and use information related to the risks of smoking may impact one’s decision to quit. Messaging should be designed with the goal of being easily understood by all individuals regardless of literacy level. PMID:22003080

  9. Graduate Information Literacy Skills: The 2003 ANU Skills Audit

    ERIC Educational Resources Information Center

    Perrett, Valerie

    2004-01-01

    This article looks at the information literacy (ILS) skills of graduate students and is based on an audit at the ANU in 2003 which included database searching, web searching, information management and word processing skills--vital to all graduate students. Each student who completed the audit received a "training needs profile". Staff…

  10. Early Communicative Skills.

    ERIC Educational Resources Information Center

    MacKay, Gilbert F.; Dunn, William R.

    Intended for parents and teachers, the manual offers guidelines for developing communication skills in severely and profoundly mentally handicapped children. An introduction helps the reader determine a suitable starting point and provides a description of early communication skills; Part II describes the five stages in communication development.…

  11. Early Communicative Skills.

    ERIC Educational Resources Information Center

    MacKay, Gilbert F.; Dunn, William R.

    Intended for parents and teachers, the manual offers guidelines for developing communication skills in severely and profoundly mentally handicapped children. An introduction helps the reader determine a suitable starting point and provides a description of early communication skills; Part II describes the five stages in communication development.…

  12. First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

    ERIC Educational Resources Information Center

    Munger, Kristen A.; Murray, Maria S.

    2017-01-01

    The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

  13. 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.

  14. 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…

  15. 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…

  16. Training Literacy Skills through Sign Language

    ERIC Educational Resources Information Center

    Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas

    2015-01-01

    The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…

  17. Training Literacy Skills through Sign Language

    ERIC Educational Resources Information Center

    Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas

    2015-01-01

    The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…

  18. Teaching information literacy skills: an evaluation.

    PubMed

    Wallace, M C; Shorten, A; Crookes, P A

    2000-08-01

    This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline's literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students' development was utilised in the evaluation of the programme. Pre- and post-programme questionnaires were distributed to a cohort of students who undertook the programme. A cohort of more senior students who had not undertaken the information literacy programme was utilised as a comparison group. Questionnaire results were analysed using a range of inferential statistics. This paper will focus on two main findings related to objective measures of information literacy skills. These include pre-programme/post-programme change in student performance and differences in student performance between those who undertook the programme and those who did not. The programme demonstrated its effectiveness in developing information literacy skills, however the challenge remains for both academics and students to ensure that these skills are consolidated and extended for effective life-long learning.

  19. Development of a Media Literacy Skills Scale

    ERIC Educational Resources Information Center

    Eristi, Bahadir; Erdem, Cahit

    2017-01-01

    This study aims to develop a reliable and valid scale to identify the levels of media users' media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out.…

  20. Publicising Adult Literacy and Basic Skills.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit, London (England).

    This guide is intended to assist those responsible for publicizing local adult literacy and basic skills programs. The first section discusses the elements of good publicity. Outlined next are points to consider when determining what a program needs from publicity and how to get the desired results. The next portion of the guide covers seven main…

  1. Early Literacy in Children with Hearing Loss: A Comparison between Two Educational Systems

    ERIC Educational Resources Information Center

    Most, Tova; Aram, Dorit; Andorn, Tamar

    2006-01-01

    The current study examined the early literacy skills of kindergartners with hearing loss who were enrolled in individual inclusion or group inclusion programs as well as those of children with typical hearing. We also examined the relationship between early literacy skills and background variables such as degree of hearing loss, type of sensory…

  2. Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

    ERIC Educational Resources Information Center

    Browder, Diane M.; Ahlgrim-Delzell, Lynn; Courtade, Ginevra; Gibbs, Susan L.; Flowers, Claudia

    2008-01-01

    This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate…

  3. 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…

  4. Determination of Literacy Skill Requirements in Four Military Occupational Specialities.

    DTIC Science & Technology

    job sample tests, and supervisor ratings in four Army jobs. Methods are discussed for reducing discrepancies between personnel literacy skill levels...and the literacy demands of the job by remedial literacy training or redesign of job literacy materials. Research results are discussed with regard to implications for selection, training, and research. (Author)

  5. 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,…

  6. 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,…

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

    PubMed

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

    2014-05-01

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

  8. State of the Literacy and Essential Skills Field

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    The purpose of the "State of the Literacy and Essential Skills Field" report is to provide an environmental scan showing the state of Literacy and Essential Skills (L/ES) across the country, from the perspective of the Canadian Literacy and Learning Network (CLLN) and its national network of partners, both within and outside the Literacy…

  9. Music and Early Literacy

    ERIC Educational Resources Information Center

    Telesco, Paula J.

    2010-01-01

    We have likely all heard of the so-called "Mozart Effect," the claim that listening to music increases intelligence. While the often-cited 1993 study never actually claimed such a profound conclusion, the resultant publicity focused the nation's attention on the evidence of music's positive effect on various types of cognitive skills.…

  10. Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

    ERIC Educational Resources Information Center

    Au-Yeung, Karen; Hipfner-Boucher, Kathleen; Chen, Xi; Pasquarella, Adrian; D'Angelo, Nadia; Deacon, S. Hélène

    2015-01-01

    In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…

  11. Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

    ERIC Educational Resources Information Center

    Au-Yeung, Karen; Hipfner-Boucher, Kathleen; Chen, Xi; Pasquarella, Adrian; D'Angelo, Nadia; Deacon, S. Hélène

    2015-01-01

    In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…

  12. Links among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers at Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Baroody, Alison E.; Diamond, Karen E.

    2012-01-01

    Researchers have suggested that children who are interested in literacy activities and voluntarily engage in them are likely to become better readers than children with less literacy interest. Literacy interest, along with engaging literacy activities and responsive teaching, are important components in children's early literacy experiences. This…

  13. Differentiating the Impact of Literacy and Language Skill Development on Reading Acquisition: An Exploratory Study

    ERIC Educational Resources Information Center

    Pope, H. Lawrence

    2012-01-01

    This study examined relationships between pre-tested early literacy skills and post-tested reading achievement in 52 kindergarten and 39 first-grade children. An archival data set was available for statistical analysis. Data analysis was completed in three stages: Participants' entry-level literacy and language scores were compared on two…

  14. Examining the Concurrent Validity of Assessing Preschool Language and Literacy Skills

    ERIC Educational Resources Information Center

    Xu, Yaoying

    2012-01-01

    The purpose of this study was to examine the concurrent validity of the assessment for an early language and literacy project. The goal of the project was to promote a successful transition to kindergarten for preschoolers who were at risk for reading difficulties by equipping them with the necessary language and literacy skills needed for early…

  15. The Integration of a Computer-Based Early Reading Program to Increase English Language Learners' Literacy Skills

    ERIC Educational Resources Information Center

    James, Laurie

    2014-01-01

    The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…

  16. Early Childhood: Psychomotor Skills.

    ERIC Educational Resources Information Center

    National Center on Educational Media and Materials for the Handicapped, Columbus, OH.

    Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 31 materials for teaching psychomotor skills at the early childhood level. Entries are presented in order of NIMIS accession number and include the following…

  17. Literacy for Life: Further Results from the Adult Literacy and Life Skills Survey

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2011

    2011-01-01

    Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term. It offers new insights into the factors that influence the formation of adult skills in various…

  18. Literacy for Life: Further Results from the Adult Literacy and Life Skills Survey

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2011

    2011-01-01

    Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term. It offers new insights into the factors that influence the formation of adult skills in various…

  19. Healthcare students' e-literacy skills.

    PubMed

    Brown, Cary A; Dickson, Rumona

    2010-01-01

    To be critical healthcare consumers, patients must learn self-management skills and become active participants in knowledge management and exchange. eHealth literacy is considered critical to the development of these self-management skills. The World Health Organization identifies five core competencies required of all healthcare providers working with persons with chronic conditions, and this paper focuses on the fourth--the ability to employ information and communication technology. To supplement our literature-based argument, we also present findings from a class of first-year masters-level occupational therapy students asked to complete an existing standardized e-health literacy survey, eHEALS, as a learning activity. The eHEALS revealed that students reported confidence in their ability to critically appraise internet information but were not confident enough in those skills to use the information to make decisions without consulting a healthcare provider. It appeared that the students were not yet fully immersed in their role of healthcare professional and seemed to move between the roles of healthcare provider and healthcare recipient as they reflected on the class' answers to the eHEALS assessment. Evaluation of eHealth literacy is complex and needs to consider the multiple roles assumed by those whose knowledge is being assessed.

  20. Patients' literacy skills: more than just reading ability.

    PubMed

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2011-11-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, Massachusetts, and Providence, Rhode Island, the authors conducted a principal component analysis on measures of four literacy skills--reading, numeracy, oral (speaking), and aural (listening)--to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills among individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients' relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on the oral exchange and written health information, and not rely on a single literacy skill.

  1. Patients’ Literacy Skills: More than just reading ability

    PubMed Central

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2010-01-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, MA and Providence, RI, we conducted a principal component analysis on measures of four literacy skills: reading, numeracy, oral (speaking) and aural (listening) to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills within individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients’ relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on both the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

  2. Supporting the literacy skills of adolescents with traumatic brain injury.

    PubMed

    Krause, Miriam; Byom, Lindsey; Meulenbroek, Peter; Richards, Stephanie; O'Brien, Katy

    2015-02-01

    Traumatic brain injury (TBI) can affect developmental trajectories as well as language, attention, memory, executive functions, and other cognitive skills related to literacy. Literacy demands change through adolescence and into young adulthood, with academic literacy demands increasing and vocational literacy demands being introduced. Speech-language pathology services must evolve with the literacy needs of each client. This article discusses assessment and treatment approaches designed for adolescents with TBI and recommendations for adapting literacy interventions from the learning disabilities literature. Through proper assessment and intervention, speech-language pathologists can have a meaningful impact on the academic and vocational literacy needs of adolescents with TBI.

  3. 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…

  4. Technical Adequacy and Cost Benefit of Four Measures of Early Literacy

    ERIC Educational Resources Information Center

    McBride, James R.; Ysseldyke, Jim; Milone, Michael; Stickney, Eric

    2010-01-01

    Technical adequacy and information/cost return were examined for four early reading measures: the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), STAR Early Literacy (SEL), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the Texas Primary Reading Inventory (TPRI). All four assessments were administered to the same…

  5. 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…

  6. 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…

  7. 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,…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Towards Ecologically Valid Assessment in Early Literacy

    ERIC Educational Resources Information Center

    Hill, Susan

    2011-01-01

    This article explores aspects of early language and literacy that may predict later literacy development. It explores a range of assessment procedures used for oral language, vocabulary, sentence structure and phonology and early reading and writing. The article then describes a small-scale study which highlights the disconnections between the…

  14. Young People's Views on Literacy Skills and Employment

    ERIC Educational Resources Information Center

    Clark, Christina; Formby, Susie

    2013-01-01

    Using secondary sources as well as National Literacy Trust survey data, this short report outlines how important young people think literacy skills are to their employment prospects and what skills they believe are particularly important. It also briefly outlines the important role that technology plays in the lives of young people and the degree…

  15. Employer Perceptions of Critical Information Literacy Skills and Digital Badges

    ERIC Educational Resources Information Center

    Raish, Victoria; Rimland, Emily

    2016-01-01

    Digital badges are an educational innovation used to measure learning of specific skills, such as information literacy. However, few studies have quantitatively surveyed employers for their perceptions about information literacy skills or digital badges. An online survey was developed and sent to employers to gauge perceptions of information…

  16. Using Physical Education to Improve Literacy Skills in Struggling Students

    ERIC Educational Resources Information Center

    Wachob, David A.

    2014-01-01

    Literacy skills are an essential part of academic performance. When physical educators collaborate with classroom teachers to address these skills, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on academic performance. The discussion…

  17. Employer Perceptions of Critical Information Literacy Skills and Digital Badges

    ERIC Educational Resources Information Center

    Raish, Victoria; Rimland, Emily

    2016-01-01

    Digital badges are an educational innovation used to measure learning of specific skills, such as information literacy. However, few studies have quantitatively surveyed employers for their perceptions about information literacy skills or digital badges. An online survey was developed and sent to employers to gauge perceptions of information…

  18. 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.…

  19. 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…

  20. Early Literacy and Parental Writing Mediation in Young Children with and without ADHD

    ERIC Educational Resources Information Center

    Aram, Dorit; Bazelet, Idit; Goldman, Hagit

    2010-01-01

    The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents' mediation characteristics and children's early literacy skills. Each of 62 parent-child dyads (32 with ADHD)…

  1. 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.…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. High PSA anxiety and low health literacy skills: drivers of early use of salvage ADT among men with biochemically recurrent prostate cancer after radiotherapy?

    PubMed

    Mahal, B A; Chen, M-H; Bennett, C L; Kattan, M W; Sartor, O; Stein, K; D'Amico, A V; Nguyen, P L

    2015-07-01

    Although commonly used, early initiation of salvage androgen deprivation therapy (ADT) has not been proven to enhance survival. We evaluated whether prostate-specific antigen (PSA) anxiety or health literacy are associated with use of early salvage ADT among men with recurrent prostate cancer after radiotherapy. The prospective Comprehensive, Observational, Multicenter, Prostate Adenocarcinoma Registry was used to study 375 men with biochemically recurrent prostate cancer after external beam radiation or brachytherapy. Multivariable logistic regression was used to determine whether PSA anxiety and health literacy are associated with salvage ADT as initial management after biochemical recurrence. Sixty-eight men (18.1%) received salvage ADT as initial management for PSA recurrence. Men with high PSA anxiety were twice as likely to receive salvage ADT compared with men who did not have high PSA anxiety on both univariable [28.8% versus 13.1%; odds ratio (OR) 2.15; 95% confidence interval (CI) 1.16-4.00; P = 0.015] and multivariable analysis [adjusted OR (AOR) 2.36; 95% CI 1.21-4.62; P = 0.012]. Furthermore, men who had higher levels of health literacy were nearly half as likely to undergo salvage ADT compared with men who had lower levels of health literacy on univariable analysis (15.2% versus 26.3%; OR 0.50; 95% CI 0.29-0.88; P = 0.016), with a trend toward this association on multivariable analysis (AOR 0.58; 95% CI 0.32-1.05; P = 0.07). Among men with PSA recurrence after radiotherapy, odds of use of salvage ADT were nearly twice as great among men with high PSA anxiety or low health literacy, suggesting that these men are receiving higher rates of unproven treatment. Given that early salvage ADT is costly, worsens quality of life, and has not been shown to improve survival, quality improvement strategies are needed for these individuals. © The Author 2015. Published by Oxford University Press on behalf of the European Society for Medical Oncology. All rights

  7. Abilities, skills and knowledge in measures of health literacy

    PubMed Central

    Ownby, Raymond L.; Acevedo, Amarilis; Waldrop-Valverde, Drenna; Jacobs, Robin J.; Caballero, Joshua

    2014-01-01

    Objective Health literacy has been recognized as an important factor in patients' health status and outcomes, but the relative contribution of demographic variables, cognitive abilities, academic skills, and health knowledge to performance on tests of health literacy has not been as extensively explored. The purpose of this paper is to propose a model of health literacy as a composite of cognitive abilities, academic skills, and health knowledge (ASK model) and test its relation to measures of health literacy in a model that first takes demographic variables into account. Methods A battery of cognitive, academic achievement, health knowledge and health literacy measures was administered to 359 Spanish- and English-speaking community-dwelling volunteers. The relations of health literacy tests to the model were evaluated using regression models. Results Each health literacy test was related to elements of the model but variability existed across measures. Conclusion Analyses partially support the ASK model defining health literacy as a composite of abilities, skills, and knowledge, although the relations of commonly used health literacy measures to each element of the model varied widely. Practice implications Results suggest that clinicians and researchers should be aware of the abilities and skills assessed by health literacy measures when choosing a measure. PMID:24637163

  8. Childhood language skills and adult literacy: a 29-year follow-up study.

    PubMed

    Schoon, Ingrid; Parsons, Samantha; Rush, Robert; Law, James

    2010-03-01

    Our aim was to assess the longitudinal trajectory of childhood receptive language skills and early influences on the course of language development. Drawing on data collected for a nationally representative British birth cohort, the 1970 British Cohort Study, we examined the relationship between directly assessed early receptive language ability, family background, housing conditions, early literacy environment, and adult literacy skills. A sample of 11349 cohort members who completed the English Picture Vocabulary Test at 5 years of age were studied again at 34 years of age, when they completed a direct assessment of their basic literacy skills. We contrasted experiences of individuals with language problems at age 5 against the experiences of those with normal language skills at that age, assessing the role of socioeconomic family background and early literacy environment in influencing the longitudinal course of developmental language problems. Statistical comparisons of rates with chi(2) tests at P values of .001, .01, and .05 were made, as well as multivariate logistic regressions. Cohort members with receptive language problems at age 5 had a relatively disadvantaged home life in childhood, both in terms of socioeconomic resources and the education level of their parents, but also regarding their exposure to a stimulating early literacy environment. Although there is significant risk for poor adult literacy among children with early language problems, the majority of these children develop competent functional literacy levels by the age of 34. Factors that reduce the risk for persistent language problems include the child being born into a working family, parental education beyond minimum school-leaving age, advantageous housing conditions, and preschool attendance. Effective literacy-promoting interventions provided by pediatric primary care providers should target both children and parents.

  9. Organization of Early Skilled Action

    ERIC Educational Resources Information Center

    Bruner, Jerome S.

    1973-01-01

    Article is concerned principally with the early acquisition of skills relating to the manipulation of things, though perforce the role of certain social skills is treated in the interest of explicating that topic. (Author/CB)

  10. The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    DesJardin, Jean L.; Ambrose, Sophie E.

    2010-01-01

    Young children who are born deaf or hard of hearing are at risk for language and emergent literacy challenges. Emergent literacy skills play a significant role in early reading abilities for typically developing children with hearing. The purpose of this article is to (a) provide an overview of the research relating to oral language and emerging…

  11. The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    DesJardin, Jean L.; Ambrose, Sophie E.

    2010-01-01

    Young children who are born deaf or hard of hearing are at risk for language and emergent literacy challenges. Emergent literacy skills play a significant role in early reading abilities for typically developing children with hearing. The purpose of this article is to (a) provide an overview of the research relating to oral language and emerging…

  12. Lifting the Lid on Early Childhood Literacy.

    ERIC Educational Resources Information Center

    Lowe, Kaye

    2000-01-01

    This booklet offers practical, up-to-date information on early childhood literacy for those who interact with young children. Topics addressed by the booklet include: (1) supportive learning environments; (2) learning to talk; (3) optimizing learning; (4) supporting the literacy development of young children; and (5) fundamental principles for…

  13. Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

    ERIC Educational Resources Information Center

    Huennekens, Mary Ellen; Xu, Yaoying

    2016-01-01

    This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…

  14. Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

    ERIC Educational Resources Information Center

    Huennekens, Mary Ellen; Xu, Yaoying

    2016-01-01

    This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…

  15. Mathematical literacy skills of students' in term of gender differences

    NASA Astrophysics Data System (ADS)

    Lailiyah, Siti

    2017-08-01

    Good mathematical literacy skills will hopefully help maximize the tasks and role of the prospective teacher in activities. Mathematical literacy focus on students' ability to analyze, justify, and communicate ideas effectively, formulate, solve and interpret mathematical problems in a variety of forms and situations. The purpose of this study is to describe the mathematical literacy skills of the prospective teacher in term of gender differences. This research used a qualitative approach with a case study. Subjects of this study were taken from two male students and two female students of the mathematics education prospective teacher who have followed Community Service Program (CSP) in literacy. Data were collected through methods think a loud and interviews. Four prospective teachers were asked to fill mathematical literacy test and video taken during solving this test. Students are required to convey loud what he was thinking when solving problems. After students get the solution, researchers grouped the students' answers and results think aloud. Furthermore, the data are grouped and analyzed according to indicators of mathematical literacy skills. Male students have good of each indicator in mathematical literacy skills (the first indicator to the sixth indicator). Female students have good of mathematical literacy skills (the first indicator, the second indicator, the third indicator, the fourth indicator and the sixth indicator), except for the fifth indicators that are enough.

  16. Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers

    ERIC Educational Resources Information Center

    Dynia, Jaclyn M.; Lawton, Kathy; Logan, Jessica A. R.; Justice, Laura M.

    2014-01-01

    The purpose of the current study was to characterize and compare the emergent-literacy skills, print interest, and home-literacy environment of children with autism spectrum disorder (ASD) to their peers, as well as to examine the association between children's emergent-literacy skills and their home-literacy environment. Results indicated that…

  17. Ensuring Early Literacy Success. Research Points. Volume 6, Issue 1, Winter 2009

    ERIC Educational Resources Information Center

    Rangel, Elizabeth S.

    2009-01-01

    Ensuring early literacy success is a wise investment because literacy skills are essential to success in all school subjects--literature, social sciences, natural science, and mathematics. There is a strong research base for how children learn to read, how to prevent failure, and how to intervene when reading difficulties occur. This issue of…

  18. Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten

    ERIC Educational Resources Information Center

    Hilbert, Dana D.; Eis, Sarah D.

    2014-01-01

    The purpose of this study was to describe the characteristics and findings of an early literacy intervention program implemented to facilitate the development of critical emergent literacy skills among children identified as low-income and at-risk in the context of collaborative, pre-kindergarten/Head Start classrooms. Using data from a sample of…

  19. Workplace Literacy: Critical Perspectives on Learning Basic Skills at Work.

    ERIC Educational Resources Information Center

    Graham, Tom

    Material from academic journals, the ERIC database, and the mass media regarding workplace literacy was reviewed. Among the review's major conclusions were the following: (1) the growing complexities of the workplace and society have contributed to evolving definitions of workplace literacy that include development skills generally associated with…

  20. Facilitating Emergent Literacy Skills in Children with Hearing Loss

    ERIC Educational Resources Information Center

    Zupan, Barbra; Dempsey, Lynn

    2013-01-01

    Purpose: To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and…

  1. Facilitating Emergent Literacy Skills in Children with Hearing Loss

    ERIC Educational Resources Information Center

    Zupan, Barbra; Dempsey, Lynn

    2013-01-01

    Purpose: To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and…

  2. Job Literacy: A Framework for Categorizing Skills and Assessing Complexity.

    ERIC Educational Resources Information Center

    Norback, Judith Shaul; Forehand, Garlie A.

    Job Literacy Analysis (JLA) is a systematic, comprehensive process for identifying the literacy requirements of jobs. It examines materials used for real tasks in real jobs and provides data about the materials used in jobs, tasks performed using them, and skills required to perform the tasks. Researchers reviewing the materials and tasks infer…

  3. Adolescents' Web-Based Literacies, Identity Construction, and Skill Development

    ERIC Educational Resources Information Center

    Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl A.; Huddleston, Andrew P.; Joaquin, Jairus; Bishop, John

    2012-01-01

    Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for…

  4. 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.

  5. Incorporating Information Literacy Skills into Analytical Chemistry: An Evolutionary Step

    ERIC Educational Resources Information Center

    Walczak, Mary M.; Jackson, Paul T.

    2007-01-01

    The American Chemical Society (ACS) has recently decided to incorporate various information literacy skills for teaching analytical chemistry to the students. The methodology has been found to be extremely effective, as it provides better understanding to the students.

  6. Incorporating Information Literacy Skills into Analytical Chemistry: An Evolutionary Step

    ERIC Educational Resources Information Center

    Walczak, Mary M.; Jackson, Paul T.

    2007-01-01

    The American Chemical Society (ACS) has recently decided to incorporate various information literacy skills for teaching analytical chemistry to the students. The methodology has been found to be extremely effective, as it provides better understanding to the students.

  7. Workplace Safety: Minimum Print and Nonprint Literacy Skills.

    ERIC Educational Resources Information Center

    Maxcy, Doreen O.; And Others

    1995-01-01

    Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)

  8. Assessing Change in High School Student Information Literacy Using the Tool for Real-Time Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.

    2012-01-01

    Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure…

  9. A long-term predictive validity study: can the CDI Short Form be used to predict language and early literacy skills four years later?

    PubMed

    Can, Dilara Deniz; Ginsburg-Block, Marika; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn

    2013-09-01

    This longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age=1 ; 10). Four years later (mean age=6 ; 1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decoding skills. Hierarchical regression analyses revealed that early expressive vocabulary accounted for 17% of the variance in picture vocabulary, 11% of the variance in syntax, and 7% of the variance in semantics, while not accounting for any variance in pragmatics in kindergarten. CDI-SF scores did not predict code-related skills in kindergarten. The importance of early vocabulary skills for later language development and CDI-SF as a valuable research tool are discussed.

  10. The Three R's: Notes on the Acquisition of Literacy and Numeracy Skills in Seventeenth-Century New England.

    ERIC Educational Resources Information Center

    Monaghan, E. Jennifer

    This paper investigates aspects of literacy and numeracy skills in seventeenth and early eighteenth century New England in order to provide a qualitative context for recent quantitative studies of colonial literacy. Sources include colonial legislation on education and apprenticeship, town records, schoolchildren's textbooks and copybooks, as well…

  11. Literacy-Related School Readiness Skills of English Language Learners in Head Start: An Analysis of the School Readiness Survey

    ERIC Educational Resources Information Center

    Park, Yujeong; Gurel, Sungur; Oh, Jihyun; Bettini, Elizabeth A; Leite, Walter

    2015-01-01

    The purpose of this study is to examine the effects of Head Start on early literacy skills relevant to school readiness of English language learners compared to their peers. The comparisons of literacy outcomes were conducted between English language learners and non-English language learners when both groups participated and were not in Head…

  12. Literacy-Related School Readiness Skills of English Language Learners in Head Start: An Analysis of the School Readiness Survey

    ERIC Educational Resources Information Center

    Park, Yujeong; Gurel, Sungur; Oh, Jihyun; Bettini, Elizabeth A; Leite, Walter

    2015-01-01

    The purpose of this study is to examine the effects of Head Start on early literacy skills relevant to school readiness of English language learners compared to their peers. The comparisons of literacy outcomes were conducted between English language learners and non-English language learners when both groups participated and were not in Head…

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

    PubMed Central

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

    2014-01-01

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

  14. Foundations for literacy: An early literacy intervention for deaf and hard-of-hearing children.

    PubMed

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

    2014-10-01

    The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A "business as usual" comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children's hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter-sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. © The Author 2014. Published by Oxford University Press.

  15. Maternal Literacy Practices and Toddlers' Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Edwards, Claire Maples

    2014-01-01

    Maternal emergent literacy practices during shared-reading interactions with 18-36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother-toddler dyads from middle…

  16. The Role of Literacy in Early Childhood Education

    ERIC Educational Resources Information Center

    Strickland, Dorothy S.; Morrow, Lesley Mandel; Neuman, Susan B.; Roskos, Kathleen; Schickedanz, Judith A.; Vukelich, Carol

    2004-01-01

    In this year's Distinguished Educator department, we feature six educators whose research has focused on the role of early literacy in early childhood education. Each of the six addresses a vitally important aspect of early childhood literacy teaching and learning. Sections include: "Working with Families as Partners in Early Literacy," by Dorothy…

  17. The Role of Literacy in Early Childhood Education

    ERIC Educational Resources Information Center

    Strickland, Dorothy S.; Morrow, Lesley Mandel; Neuman, Susan B.; Roskos, Kathleen; Schickedanz, Judith A.; Vukelich, Carol

    2004-01-01

    In this year's Distinguished Educator department, we feature six educators whose research has focused on the role of early literacy in early childhood education. Each of the six addresses a vitally important aspect of early childhood literacy teaching and learning. Sections include: "Working with Families as Partners in Early Literacy," by Dorothy…

  18. Diagnostic Evaluation of Numeracy and Literacy Skills in UNRWA Schools: Position Paper.

    ERIC Educational Resources Information Center

    Retamal, Gonzalo

    This position paper describes a concrete strategy to establish early warning systems or diagnostic instruments at the lower elementary school level in United Nations Relief and Works Agency (UNRWA) schools. The strategy described is designed to assess the quality of literacy and numeracy skills and to provide criteria for a realistic minimum…

  19. Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development

    ERIC Educational Resources Information Center

    Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

    2013-01-01

    Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

  20. Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

    ERIC Educational Resources Information Center

    Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

    2016-01-01

    English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

  1. Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

    ERIC Educational Resources Information Center

    Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

    2016-01-01

    English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

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

    ERIC Educational Resources Information Center

    Durand, Tina M.

    2010-01-01

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

  3. Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

    PubMed

    McClelland, Megan M; Cameron, Claire E; Connor, Carol McDonald; Farris, Carrie L; Jewkes, Abigail M; Morrison, Frederick J

    2007-07-01

    This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps<.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps<.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten.

  4. The Italian Health Literacy Project: Insights from the assessment of health literacy skills in Italy.

    PubMed

    Palumbo, Rocco; Annarumma, Carmela; Adinolfi, Paola; Musella, Marco; Piscopo, Gabriella

    2016-09-01

    Inadequate health literacy, namely the problematic individual's ability to navigate the health care system, has been depicted as a silent epidemic affecting a large part of the world population. Inadequate health literacy has been variously found to be a predictor of patient disengagement, inappropriateness of care, increased health care costs, and higher mortality rates. However, to date the evidence on the prevalence of limited health literacy is heterogeneous; moreover, studies dealing with this topic show a pronounced geographical concentration. To contribute in filling these gaps, this paper investigates health literacy skills in Italy. Drawing on the European Health Literacy Survey (HLS-EU), a tool to measure self-perceived levels of health literacy was administered to a representative sample of Italian citizens. A stepwise regression analysis allowed to shed light on the determinants and consequences of limited health literacy. Findings suggested that inadequate health literacy is a prevailing problem in Italy, even though it has been overlooked by both policy makers and health care practitioners. Financial deprivation was found to be a significant predictor of inadequate health literacy. Low health literate patients reported higher hospitalization rates and greater use of health services. As compared with the European Countries, Italy showed some peculiarities in terms of health literacy levels and socio-demographic determinants of health literacy, which provide with intriguing insights for policy making.

  5. Patient activation and advocacy: which literacy skills matter most?

    PubMed

    Martin, Laurie T; Schonlau, Matthias; Haas, Ann; Derose, Kathryn Pitkin; Rosenfeld, Lindsay; Buka, Stephen L; Rudd, Rima

    2011-01-01

    Attention to the effect of a patient's literacy skills on health care interactions is relatively new. So, too, are studies of either structural or personal factors that inhibit or support a patient's ability to navigate health services and systems and to advocate for their own needs within a service delivery system. Contributions of the structural environment, of interpersonal dynamics, and of a variety of psychological and sociological factors in the relationship between patients and providers have long been under study. Less frequently examined is the advocacy role expected of patients. However, the complex nature of health care in the United States increasingly requires a proactive stance. This study examined whether four literacy skills (reading, numeracy, speaking, and listening) were associated with patient self-advocacy--a component of health literacy itself--when faced with a hypothetical barrier to scheduling a medical appointment. Although all literacy skills were significantly associated with advocacy when examined in isolation, greater speaking and listening skills remained significantly associated with better patient advocacy when all four skills were examined simultaneously. These findings suggest that speaking and listening skills and support for such skills may be important factors to consider when developing patient activation and advocacy skills.

  6. 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…

  7. 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…

  8. The joint effects of risk status, gender, early literacy and cognitive skills on the presence of dyslexia among a group of high-risk Chinese children.

    PubMed

    Wong, Simpson W L; McBride-Chang, Catherine; Lam, Catherine; Chan, Becky; Lam, Fanny W F; Doo, Sylvia

    2012-02-01

    This study sought to examine factors that are predictive of future developmental dyslexia among a group of 5-year-old Chinese children at risk for dyslexia, including 62 children with a sibling who had been previously diagnosed with dyslexia and 52 children who manifested clinical at-risk factors in aspects of language according to testing by paediatricians. The age-5 performances on various literacy and cognitive tasks, gender and group status (familial risk or language delayed) were used to predict developmental dyslexia 2 years later using logistic regression analysis. Results showed that greater risk of dyslexia was related to slower rapid automatized naming, lower scores on morphological awareness, Chinese character recognition and English letter naming, and gender (boys had more risk). Three logistic equations were generated for estimating individual risk of dyslexia. The strongest models were those that included all print-related variables (including speeded number naming, character recognition and letter identification) and gender, with about 70% accuracy or above. Early identification of those Chinese children at risk for dyslexia can facilitate better dyslexia risk management. Copyright © 2012 John Wiley & Sons, Ltd.

  9. 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…

  10. 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…

  11. 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…

  12. Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development

    ERIC Educational Resources Information Center

    Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth S.

    2017-01-01

    Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. Method: A cluster randomized design with 104 preschool-age children in…

  13. Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development

    ERIC Educational Resources Information Center

    Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth S.

    2017-01-01

    Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. Method: A cluster randomized design with 104 preschool-age children in…

  14. The Center for Response to Intervention in Early Childhood: Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction

    ERIC Educational Resources Information Center

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

    2014-01-01

    The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…

  15. The Center for Response to Intervention in Early Childhood: Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction

    ERIC Educational Resources Information Center

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

    2014-01-01

    The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…

  16. Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

    PubMed Central

    Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

    2015-01-01

    Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

  17. Reading skills of students with speech sound disorders at three stages of literacy development.

    PubMed

    Skebo, Crysten M; Lewis, Barbara A; Freebairn, Lisa A; Tag, Jessica; Avrich Ciesla, Allison; Stein, Catherine M

    2013-10-01

    The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

  18. 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…

  19. Early Literacy Activities in the USA.

    ERIC Educational Resources Information Center

    Fiore, Carole

    This paper discusses early literacy activities provided in and sponsored by libraries. Some of the factors that impact the lives of the children and families that libraries serve are summarized, including the percentage of the population under 18, racial and ethnic diversity, family structures, percentage of children in childcare, low birth…

  20. Why do early mathematics skills predict later reading? The role of mathematical language.

    PubMed

    Purpura, David J; Logan, Jessica A R; Hassinger-Das, Brenna; Napoli, Amy R

    2017-09-01

    A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills-specifically language-for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy development, the reason for this relation is not well understood. The purpose of this study was to identify how and why early mathematics is predictive of early literacy development. Participants included 125 preschool children 3-5 years old (M = 4 years 3 months). Participants were assessed on mathematics, literacy, and cognitive measures in both the fall and spring of their preschool year. Mediation analyses indicated that the relation between early mathematics and literacy skills is mediated by children's mathematical language skills. These findings suggest that, in prior research identifying mathematical performance as a significant predictor of later literacy skills, mathematical performance may have acted only as a proxy measure for more complex language skills such as those assessed on a mathematical language measure. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Using Popular Culture Print to Increase Emergent Literacy Skills in One High-Poverty Urban School District

    ERIC Educational Resources Information Center

    Vera, Debbie

    2011-01-01

    This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the…

  2. Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

    PubMed

    Boruff, Jill T; Thomas, Aliki

    2011-12-01

    To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

  3. Adult Language, Literacy, Numeracy and Problem-Solving Skills in the Workplace

    ERIC Educational Resources Information Center

    Athanasou, James A.

    2012-01-01

    This paper examines the performance of the eight major occupational categories across the four skill areas of the Adult Literacy and Life Skills Survey. The results indicated that some 38-64% of employed Australians were below minimal competence (at Level 1 or Level 2) in one of the four skill areas of prose literacy, document literacy, numeracy…

  4. More than Just Storybooks: Promoting Emergent Literacy Skills in the Home

    ERIC Educational Resources Information Center

    Neumann, Michelle M.; Neumann, David L.

    2009-01-01

    The home environment provides children with their first literacy experiences. Parents are thus well-placed to facilitate the development of emergent literacy skills in their children before formal reading and writing begins at school. These emergent literacy skills include print awareness, motivation to explore print, shaping and writing skills,…

  5. Generalization of Literacy Skills through Portable Technology for Students with Severe Disabilities

    ERIC Educational Resources Information Center

    Spooner, Fred; Kemp-Inman, Amy; Ahlgrim-Delzell, Lynn; Wood, Leah; Ley Davis, Luann

    2015-01-01

    Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence,…

  6. 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.

  7. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

    PubMed Central

    Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

    2011-01-01

    The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

  8. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.

    PubMed

    Puranik, Cynthia S; Lonigan, Christopher J; Kim, Young-Suk

    2011-09-01

    The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.

  9. Teaching information literacy skills to sophomore-level biology majors.

    PubMed

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  10. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    PubMed Central

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-01-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  11. 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…

  12. Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

    ERIC Educational Resources Information Center

    Schmidt, Catarina

    2017-01-01

    The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in…

  13. 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…

  14. 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…

  15. 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…

  16. Levelling the Playing Field for Kindergarten Entry: Research Implications for Preschool Early Literacy Instruction

    ERIC Educational Resources Information Center

    Callaghan, Georgia; Madelaine, Alison

    2012-01-01

    The purpose of this paper is to consider the importance of intervening with early literacy instruction at the preschool level. Research has found phonological awareness skills in preschool to be one of the most robust predictors of early reading success in a child's first few years of formal schooling. The efficacy of phonological awareness…

  17. Levelling the Playing Field for Kindergarten Entry: Research Implications for Preschool Early Literacy Instruction

    ERIC Educational Resources Information Center

    Callaghan, Georgia; Madelaine, Alison

    2012-01-01

    The purpose of this paper is to consider the importance of intervening with early literacy instruction at the preschool level. Research has found phonological awareness skills in preschool to be one of the most robust predictors of early reading success in a child's first few years of formal schooling. The efficacy of phonological awareness…

  18. 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…

  19. 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…

  20. The effects of context on processing words during sentence reading among adults varying in age and literacy skill.

    PubMed

    Steen-Baker, Allison A; Ng, Shukhan; Payne, Brennan R; Anderson, Carolyn J; Federmeier, Kara D; Stine-Morrow, Elizabeth A L

    2017-08-01

    The facilitation of word processing by sentence context reflects the interaction between the build-up of message-level semantics and lexical processing. Yet, little is known about how this effect varies through adulthood as a function of reading skill. In this study, Participants 18-64 years old with a range of literacy competence read simple sentences as their eye movements were monitored. We manipulated the predictability of a sentence-final target word, operationalized as cloze probability. First fixation durations showed an interaction between age and literacy skill, decreasing with age among more skilled readers but increasing among less skilled readers. This pattern suggests that age-related slowing may impact reading when not buffered by skill, but with continued practice, automatization of reading can continue to develop in adulthood. In absolute terms, readers were sensitive to predictability, regardless of age or literacy, in both early and later measures. Older readers showed differential contextual sensitivity in regression patterns, effects not moderated by literacy skill. Finally, comprehension performance increased with age and literacy skill, but performance among less skilled readers was especially reduced when predictability was low, suggesting that low-literacy adults (regardless of age) struggle when creating mental representations under weaker semantic constraints. Collectively, these findings suggest that aging readers (regardless of reading skill) are more sensitive to context for meaning-integration processes; that less skilled adult readers (regardless of age) depend more on a constrained semantic representation for comprehension; and that the capacity for literacy engagement enables continued development of efficient lexical processing in adult reading development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. College Students' Text Messaging, Use of Textese and Literacy Skills

    ERIC Educational Resources Information Center

    Drouin, M. A.

    2011-01-01

    In this study, I examined reported frequency of text messaging, use of textese and literacy skills (reading accuracy, spelling and reading fluency) in a sample of American college students. Participants reported using text messaging, social networking sites and textese more often than was reported in previous (2009) research, and their frequency…

  2. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

    Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

    2014-01-01

    Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

  3. Learning Language and Some Initial Literacy Skills through Social Interactions.

    ERIC Educational Resources Information Center

    Moore, Lynn M.

    1998-01-01

    Addresses the questions: How does the interaction--primarily as talk--that occurs among children who read together extend their understanding of language and learning to read? Are there productive gains in their emerging literacy skills because of the talk that occurs as children pore over books together? Concludes that children's interactions…

  4. Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

    ERIC Educational Resources Information Center

    Fuchs, Carolin

    2006-01-01

    This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of "FirstClass" among…

  5. 250+ Activities and Ideas for Developing Literacy Skills.

    ERIC Educational Resources Information Center

    Jay, Hilda L.; Jay, M. Ellen

    Designed for use at school or at home, this book focuses on the development of seven types of literacy: linguistic, visual, mathematical, scientific, geographic, economic, and computer. The book's suggested activities are each introduced with a detailed discussion of the necessary prerequisite skills, the concepts to be mastered, the materials…

  6. Information Portals: A New Tool for Teaching Information Literacy Skills

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of…

  7. Programmatic Assessment of Information Literacy Skills Using Rubrics

    ERIC Educational Resources Information Center

    Warner, Dorothy Anne

    2009-01-01

    The author describes the programmatic assessment of her medium-sized institution's library instruction program that focuses on the information literacy skills taught in the research component of the required English composition course. A research journal kept by each student serves as the assessment tool, and multiple rubrics are used for data…

  8. Information Literacy and Research Skills Program at USC Sumter

    ERIC Educational Resources Information Center

    Ferguson, Jane; Schultz, Pat; Pender, Constance; Chapman, Sharon

    2005-01-01

    This session will demonstrate how USC Sumter's Anderson Library recently developed information literacy and research skills program uses information technology available through the library introduce students, faculty and patrons to the methods and ethics of information research, with an emphasis on analyzing and defining information needs and…

  9. Examining Relationships among Dialect Variation and Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Terry, Nicole Patton

    2012-01-01

    This study examined the relationship between nonmainstream American English (NMAE) dialect use and various emergent literacy skills among typically developing children in prekindergarten. Correlation and regression analyses were used to examine the relationship between children's production of NMAE forms (i.e., dialect variation [DVAR]) and their…

  10. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

    Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

    2014-01-01

    Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

  11. Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

    ERIC Educational Resources Information Center

    Fuchs, Carolin

    2006-01-01

    This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of "FirstClass" among…

  12. Tapping into Multiple Intelligences to Teach Information Literacy Skills

    ERIC Educational Resources Information Center

    Brewer, Sally

    2005-01-01

    One of the major questions that classroom teachers wrestle with is what strategy or method to use when teaching their students. This is a question that plagues school library media specialists also. One of the theories that library media specialists are finding to be effective as they teach information literacy skills is Howard Gardner's theory…

  13. Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1993.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1994

    1994-01-01

    This document consists of four issues of this serial issued during 1993. They contain articles of interest to those teaching, funding, and organizing programs in adult literacy, second language, and baskc skills. Issue number 48 consists of these six articles: "So You Thought You Had Funding for ESOL [English for Speakers of Other…

  14. Developing Media Literacy Skills for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    James, Jessica Everett

    2014-01-01

    Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

  15. Literacy or Literate Skills? Considerations for ESL/EFL Learners.

    ERIC Educational Resources Information Center

    Heath, Shirley Brice

    Society is not in a crisis of literacy, but in a crisis of literate skills. Being literate in today's formal education system means being able to talk and write about language, to explain and sequence implicit knowledge and rules of planning, and to speak and write for multiple functions in appropriate forms. Literate understanding requires far…

  16. Information Portals: A New Tool for Teaching Information Literacy Skills

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of…

  17. Developing Media Literacy Skills for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    James, Jessica Everett

    2014-01-01

    Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

  18. Programmatic Assessment of Information Literacy Skills Using Rubrics

    ERIC Educational Resources Information Center

    Warner, Dorothy Anne

    2009-01-01

    The author describes the programmatic assessment of her medium-sized institution's library instruction program that focuses on the information literacy skills taught in the research component of the required English composition course. A research journal kept by each student serves as the assessment tool, and multiple rubrics are used for data…

  19. Literacy Skills of Children Born Preterm

    ERIC Educational Resources Information Center

    Holm, Alison; Crosbie, Sharon

    2010-01-01

    Most children born preterm are considered neurologically normal and free of disability. However in follow-up studies at school age, preterm children, born without major impairment, have been shown to have lower cognitive abilities and associated academic, social and behavioural difficulties. This study investigated the literacy, phonological…

  20. Basic Skills Research. Bibliography of Research in Adult Literacy and Basic Skills 1972-1992.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit, London (England).

    This bibliography of research in adult literacy and basic skills is selective, covering research undertaken in industrialized countries in the 20 years between 1972 and 1992. It concentrates primarily on research into basic skills undertaken in English-speaking countries, although it also has a European dimension. Entries are categorized under 18…

  1. Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners. FPG Snapshot #62

    ERIC Educational Resources Information Center

    FPG Child Development Institute, 2010

    2010-01-01

    Early childhood is a critical time in the development of all children, but Latino children may also face the added challenge of developing language and literacy skills in an entirely new language. To complicate matters, many early childhood teachers are generally unprepared to effectively educate children who are dual language learners (DLLs). The…

  2. Building Equity in Early Literacy: Two Case Studies on Improving the School Literacy Program. Literacy, Language, and Communication Program Report.

    ERIC Educational Resources Information Center

    Braunger, Jane

    Responding to a need among Pacific Northwest schools for assistance in changing their literacy programs, this paper presents case studies of 2 schools that were part of the Equity in Early Literacy Development program, which supported the schools in moving from individual classroom literacy innovations to schoolwide practices consistent with…

  3. Predictive model for early math skills based on structural equations.

    PubMed

    Aragón, Estíbaliz; Navarro, José I; Aguilar, Manuel; Cerda, Gamal; García-Sedeño, Manuel

    2016-12-01

    Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short-term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short-term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  4. Literacy Skills, Occupational Assignment and the Returns to Over- and Under-Education. International Adult Literacy Survey

    ERIC Educational Resources Information Center

    Boothby, Daniel

    2002-01-01

    This study uses data from the Canadian panel of the International Adult Literacy Survey to examine the relations between schooling, literacy and occupational assignment and to determine the extent to which returns to over- and under-education are in fact returns to literacy skills. Two measures of required training time for the job are used, both…

  5. Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language

    ERIC Educational Resources Information Center

    Yeung, Susanna S.; King, Ronnel B.

    2016-01-01

    The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents…

  6. Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language

    ERIC Educational Resources Information Center

    Yeung, Susanna S.; King, Ronnel B.

    2016-01-01

    The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents…

  7. Relationship between literacy skills and self-reported health in the Nordic countries.

    PubMed

    Lundetræ, Kjersti; Gabrielsen, Egil

    2016-12-01

    This study investigated the association between literacy skills and self-reported health among Danish ( n = 7284), Finnish ( n = 5454), Norwegian ( n = 4942) and Swedish ( n = 4555) participants aged 16-65 years. Logistic regression models were used to assess the association between literacy skills and self-reported health after adjusting for sex, age and educational level. Nordic participants aged 16-65 years with literacy skills at the lowest level reported sub-optimal health more often (28-37%) than those with literacy skills at the highest level (7-9%). After adjusting for sex, age and educational level, the likelihood of reporting sub-optimal health was 1.99-3.24 times as high for those with literacy skills at the lowest level as for those with literacy skills at the highest level. These results suggest that poor literacy skills increase the likelihood of experiencing poor health in the Nordic countries, even after controlling for educational level.

  8. Phonological Representations and Early Literacy in Chinese

    ERIC Educational Resources Information Center

    Kidd, Joanna C.; Shum, Kathy Kar-Man; Ho, Connie Suk-Han; Au, Terry Kit-fong

    2015-01-01

    Phonological processing skills predict early reading development, but what underlies developing phonological processing skills? Phonological representations of 140 native Cantonese-speaking Chinese children (age 4-10) were assessed with speech gating, mispronunciation detection, and nonword repetition tasks; their nonverbal IQ, reading, and…

  9. Phonological Representations and Early Literacy in Chinese

    ERIC Educational Resources Information Center

    Kidd, Joanna C.; Shum, Kathy Kar-Man; Ho, Connie Suk-Han; Au, Terry Kit-fong

    2015-01-01

    Phonological processing skills predict early reading development, but what underlies developing phonological processing skills? Phonological representations of 140 native Cantonese-speaking Chinese children (age 4-10) were assessed with speech gating, mispronunciation detection, and nonword repetition tasks; their nonverbal IQ, reading, and…

  10. The Health Literacy Skills Instrument: a 10-item short form.

    PubMed

    Bann, Carla M; McCormack, Lauren A; Berkman, Nancy D; Squiers, Linda B

    2012-01-01

    The 25-item Health Literacy Skills Instrument (HLSI) was designed to measure the ability to read and understand text and locate and interpret information in documents (print literacy), to use quantitative information (numeracy), to listen effectively (oral literacy), and to seek information through the Internet (navigation). It is a publically available measure that can be used in surveillance activities, to evaluate interventions, and in research examining the relation between health literacy and health outcomes. The authors developed a 10-item, short form (SF) version of the HLSI, the HLSI-SF, using data gathered for the development of the longer form. The authors selected 10 items for inclusion in the HLSI-SF and conducted a confirmatory factor analysis and item response theory analyses, then computed Cronbach's alpha. The HLSI-SF demonstrated acceptable internal consistency reliability (α = .70) for use in group-level comparisons. The HSLI-SF has many of the same advantages of the longer version with the additional benefit of taking only approximately 5 to 10 min to administer. The HLSI-SF offers researchers and practitioners a valid and reliable measure of health literacy skills.

  11. A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention

    ERIC Educational Resources Information Center

    Sheridan, Susan M.; 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…

  12. 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…

  13. A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention

    ERIC Educational Resources Information Center

    Sheridan, Susan M.; 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…

  14. Early Precursor of Reading: Acquisition of Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Turan, Figen; Gul, Gozde

    2008-01-01

    Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during…

  15. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    ERIC Educational Resources Information Center

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

  16. Use It or Lose It? The Problem of Adult Literacy Skill Retention. NCAL Brief.

    ERIC Educational Resources Information Center

    Wagner, Daniel A.

    Available literature pertaining to the following topics was reviewed: cognitive skill retention across the life span, literacy and basic skills retention, and policy implications of skill retention work. Among the key findings of the review were the following: (1) available evidence suggests that adult literacy skill retention may vary…

  17. Family Literacy Works: Key Findings from the NFER Evaluation of the Basic Skills Agency's Demonstration Programmes

    ERIC Educational Resources Information Center

    Basic Skills Agency, 2006

    2006-01-01

    The Basic Skills Agency (formerly the Adult Literacy and Basic Skills Unit--ALBSU) is the national development agency for literacy, numeracy and related basic skills in England and Wales. This agency defines basic skills as " the ability to read, write, and speak in English and use mathematics at a level necessary to function and progress at…

  18. Prescriptions to Read: Early Literacy Promotion outside the Classroom

    ERIC Educational Resources Information Center

    Billings, Elsa S.

    2009-01-01

    This descriptive study examined the impact that an early literacy promotion program, Reach Out and Read (ROR), had on the literacy beliefs, frequency, and quality of literacy activities among low-income, multiracial families, particularly the Latino community. The study also explored parents' perceptions of ROR and its impact on them, their…

  19. Creating Trails: Tool for Real-Time Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Schloman, Barbara F.; Gedeon, Julie A.

    2007-01-01

    This article describes Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a freely available, online tool designed to measure the information literacy skills of high school students. It is based on information literacy competencies for ninth-graders found in the "Ohio Academic Content Standards" (Ohio Department of Education…

  20. Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments

    ERIC Educational Resources Information Center

    Gormally, Cara; Brickman, Peggy; Lutz, Mary

    2012-01-01

    Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…

  1. Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments

    ERIC Educational Resources Information Center

    Gormally, Cara; Brickman, Peggy; Lutz, Mary

    2012-01-01

    Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…

  2. Literacy and Learning: Integrated Skills Reinforcement.

    ERIC Educational Resources Information Center

    Anderson, JoAnn Romero; And Others

    1991-01-01

    Describes the integrated skills reinforcement (ISR) approach to Language across the Curriculum used at La Guardia Community College (LCC) to teach basic skills within the context of the subject-content of various disciplines. Explains LCC's student-centered approach to faculty development, and the use of ISR as a basis for curricular,…

  3. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    ERIC Educational Resources Information Center

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  4. Do "Learners" Always Learn? The Impact of Workplace Adult Literacy Courses on Participants' Literacy Skills

    ERIC Educational Resources Information Center

    Wolf, Alison; Jenkins, Andrew

    2014-01-01

    This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

  5. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    ERIC Educational Resources Information Center

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  6. Relations between Indian Children's Home Literacy Environment and Their English Oral Language and Literacy Skills

    ERIC Educational Resources Information Center

    Kalia, Vrinda; Reese, Elaine

    2009-01-01

    More than 90 million Indian children are becoming literate in English, yet the home literacy environment for Indian children learning English has not been explored. Preschool children (N = 50) from Bangalore, India, were assessed for vocabulary, phonological awareness, and print skills in English, their language of schooling. Parents reported on…

  7. Do "Learners" Always Learn? The Impact of Workplace Adult Literacy Courses on Participants' Literacy Skills

    ERIC Educational Resources Information Center

    Wolf, Alison; Jenkins, Andrew

    2014-01-01

    This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

  8. The impact of developmental speech and language impairments on the acquisition of literacy skills.

    PubMed

    Schuele, C Melanie

    2004-01-01

    Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment. This article reviews the literacy outcomes of children with speech/language impairments, clarifying the differential risk for three groups of children: speech production impairments alone, oral language impairments alone, and speech production and oral language impairments. Children at greatest risk for reading and writing disabilities are children with language impairments alone and children with comorbid speech impairments and language impairments. For children with speech impairments alone, there is limited risk for literacy difficulties. However, even when reading skills are within the average range, children with speech impairments may have difficulties in spelling. Children with language impairments are likely to display reading deficits in word decoding and reading comprehension. It is not clear what role early literacy interventions play in the amelioration of reading difficulties in these populations. (c) 2004 Wiley-Liss, Inc.

  9. Does Music Training Enhance Literacy Skills? A Meta-Analysis.

    PubMed

    Gordon, Reyna L; Fehd, Hilda M; McCandliss, Bruce D

    2015-01-01

    Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that

  10. Does Music Training Enhance Literacy Skills? A Meta-Analysis

    PubMed Central

    Gordon, Reyna L.; Fehd, Hilda M.; McCandliss, Bruce D.

    2015-01-01

    Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that

  11. Multimodal lexical processing in auditory cortex is literacy skill dependent.

    PubMed

    McNorgan, Chris; Awati, Neha; Desroches, Amy S; Booth, James R

    2014-09-01

    Literacy is a uniquely human cross-modal cognitive process wherein visual orthographic representations become associated with auditory phonological representations through experience. Developmental studies provide insight into how experience-dependent changes in brain organization influence phonological processing as a function of literacy. Previous investigations show a synchrony-dependent influence of letter presentation on individual phoneme processing in superior temporal sulcus; others demonstrate recruitment of primary and associative auditory cortex during cross-modal processing. We sought to determine whether brain regions supporting phonological processing of larger lexical units (monosyllabic words) over larger time windows is sensitive to cross-modal information, and whether such effects are literacy dependent. Twenty-two children (age 8-14 years) made rhyming judgments for sequentially presented word and pseudoword pairs presented either unimodally (auditory- or visual-only) or cross-modally (audiovisual). Regression analyses examined the relationship between literacy and congruency effects (overlapping orthography and phonology vs. overlapping phonology-only). We extend previous findings by showing that higher literacy is correlated with greater congruency effects in auditory cortex (i.e., planum temporale) only for cross-modal processing. These skill effects were specific to known words and occurred over a large time window, suggesting that multimodal integration in posterior auditory cortex is critical for fluent reading. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  12. Multimodal Lexical Processing in Auditory Cortex Is Literacy Skill Dependent

    PubMed Central

    McNorgan, Chris; Awati, Neha; Desroches, Amy S.; Booth, James R.

    2014-01-01

    Literacy is a uniquely human cross-modal cognitive process wherein visual orthographic representations become associated with auditory phonological representations through experience. Developmental studies provide insight into how experience-dependent changes in brain organization influence phonological processing as a function of literacy. Previous investigations show a synchrony-dependent influence of letter presentation on individual phoneme processing in superior temporal sulcus; others demonstrate recruitment of primary and associative auditory cortex during cross-modal processing. We sought to determine whether brain regions supporting phonological processing of larger lexical units (monosyllabic words) over larger time windows is sensitive to cross-modal information, and whether such effects are literacy dependent. Twenty-two children (age 8–14 years) made rhyming judgments for sequentially presented word and pseudoword pairs presented either unimodally (auditory- or visual-only) or cross-modally (audiovisual). Regression analyses examined the relationship between literacy and congruency effects (overlapping orthography and phonology vs. overlapping phonology-only). We extend previous findings by showing that higher literacy is correlated with greater congruency effects in auditory cortex (i.e., planum temporale) only for cross-modal processing. These skill effects were specific to known words and occurred over a large time window, suggesting that multimodal integration in posterior auditory cortex is critical for fluent reading. PMID:23588185

  13. Improving patient education for patients with low literacy skills.

    PubMed

    Mayeaux, E J; Murphy, P W; Arnold, C; Davis, T C; Jackson, R H; Sentell, T

    1996-01-01

    Patients who misunderstand their diagnosis and treatment plans usually exhibit poor compliance. The 90 million adult Americans with low literacy skills struggle to understand such essential health information as discharge instructions, consent forms, oral instructions and drug labels. The Joint Commission on Accreditation of Health Organizations (JCAHO) now requires that instructions be given on a level understandable to the patient. Most physicians tend to give too much information on too high a level for many patients to understand. Physicians who speak in simpler language, repeat their instructions and demonstrate key points, while avoiding too many directives, enhance their patients' understanding. Combining easy-to-read written patient education materials with oral instructions has been shown to greatly enhance patient understanding. To be effective with patients whose literacy skills are low, patient education materials should be short and simple, contain culturally sensitive graphics and encourage desired behavior. Compliance with therapy also may be improved by including family members in the patient education process.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  16. Using Early Literacy Monitoring to Prevent Reading Failure

    ERIC Educational Resources Information Center

    Sloat, Elizabeth A.; Beswick, Joan F.; Willms, J. Douglas

    2007-01-01

    Most children who do not learn to read during the primary grades will probably never learn to read well. Children who reach the end of third grade with low literacy skills typically have less access to the regular curriculum, require long-term support, and fall further behind their peers in literacy achievement and curricular knowledge. However,…

  17. Using Early Literacy Monitoring to Prevent Reading Failure

    ERIC Educational Resources Information Center

    Sloat, Elizabeth A.; Beswick, Joan F.; Willms, J. Douglas

    2007-01-01

    Most children who do not learn to read during the primary grades will probably never learn to read well. Children who reach the end of third grade with low literacy skills typically have less access to the regular curriculum, require long-term support, and fall further behind their peers in literacy achievement and curricular knowledge. However,…

  18. 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…

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

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Kirk, Erik P.

    2016-01-01

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

  20. Early Literacy Education: First Steps Toward Dropout Prevention. Effective Strategies for School Improvement and Dropout Prevention.

    ERIC Educational Resources Information Center

    Stegelin, Dolores A.

    Developing literacy skills at the preschool level is a crucial foundation for continued success in school environments; nevertheless, questions about when and how to teach beginning reading and writing are among the most controversial topics in early childhood education. As part of a series of works examining strategies for school improvement and…

  1. Early Literacy Instruction in a Dual-Language (Spanish-English) Kindergarten

    ERIC Educational Resources Information Center

    Culatta, Barbara; Reese, Maren; Setzer, Lee Ann

    2006-01-01

    This study determined the effectiveness of an early literacy program that embeds skills-based instruction into meaningful contexts, documented children's engagement in the instruction, and obtained insights into how language of origin (Spanish or English) influences performance in instruction in two languages. The program, Systematic and Engaging…

  2. The Impact of School Choice on the Early Literacy Achievement of Kindergarten Students

    ERIC Educational Resources Information Center

    Gabriel, Lydia L.

    2012-01-01

    The purpose of this study was to discover if differences existed in the early literacy skills of non-resident kindergarten students participating in the learning community open enrollment program and resident kindergarten students that do and do not qualify for the free or reduced lunch program at the beginning and end of their kindergarten year.…

  3. The Impact of School Choice on the Early Literacy Achievement of Kindergarten Students

    ERIC Educational Resources Information Center

    Gabriel, Lydia L.

    2012-01-01

    The purpose of this study was to discover if differences existed in the early literacy skills of non-resident kindergarten students participating in the learning community open enrollment program and resident kindergarten students that do and do not qualify for the free or reduced lunch program at the beginning and end of their kindergarten year.…

  4. Integrating Classwide Early Literacy Intervention and Behavioral Supports: A Pilot Investigation

    ERIC Educational Resources Information Center

    Volpe, Robert J.; Young, Gregory I.; Piana, Maureen G.; Zaslofsky, Anne F.

    2012-01-01

    Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to…

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

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Kirk, Erik P.

    2016-01-01

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

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.,…

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

    ERIC Educational Resources Information Center

    Pamparo, Veronica

    2012-01-01

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

  13. Developing Globally Minded, Critical Media Literacy Skills

    ERIC Educational Resources Information Center

    Harshman, Jason

    2017-01-01

    The transnational movement of people and ideas continues to reshape how we imagine places and cultures. Considering the volume of information and entertainment delivered and consumed via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical…

  14. The Importance of Information Literacy Skills in the Middle School Curriculum.

    ERIC Educational Resources Information Center

    Bucher, Katherine T.

    2000-01-01

    Calls for an end to information literacy skills being treated as a poor relation in the middle school. Suggests ways that information literacy skills can be incorporated into interdisciplinary instruction, emphasizing that when subject matter and information-seeking skills are integrated and when teachers and library media specialists plan…

  15. Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

    ERIC Educational Resources Information Center

    O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

    2002-01-01

    Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

  16. Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

    2011-01-01

    The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

  17. Inattention, Hyperactivity, and Emergent Literacy: Different Facets of Inattention Relate Uniquely to Preschoolers’ Reading-Related Skills

    PubMed Central

    Sims, Darcey M.; Lonigan, Christopher J.

    2012-01-01

    Objective Although extant studies indicate that there is a strong association between Attention Deficit/Hyperactivity Disorder (ADHD) and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Method Participants included 204 preschool children (Mean age = 56 months; 50.9% female; 79.8% European American). Behavioral rating scales were completed by teachers and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Results Across measures, inattention was a unique correlate of emergent literacy skills whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. Conclusions These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills. PMID:23186142

  18. Inattention, hyperactivity, and emergent literacy: different facets of inattention relate uniquely to preschoolers' reading-related skills.

    PubMed

    Sims, Darcey M; Lonigan, Christopher J

    2013-01-01

    Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Participants included 204 preschool children (M age = 56 months, 50.9% female, 79.8% European American). Behavioral rating scales were completed by teachers, and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Across measures, inattention was a unique correlate of emergent literacy skills, whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills.

  19. Examining the Relationship between Middle School Students' Critical Reading Skills, Science Literacy Skills and Attitudes: A Structural Equation Modeling

    ERIC Educational Resources Information Center

    Karademir, Ersin; Ulucinar, Ufuk

    2017-01-01

    The purpose of this study is to verify the causal relationship between middle school students' critical reading skills, science literacy skills and attitudes towards science literacy with research data according to the default model. Through the structural equation modeling, path analysis has been applied in the study which was designed in…

  20. Early Literacy: Towards a Unified Approach for Childcare and School

    ERIC Educational Resources Information Center

    Jensen, Anders Skriver

    2012-01-01

    This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic inclusive approach to early literacy that resists a narrow accountability-oriented Danish policy (mirroring…

  1. 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…

  2. Early Literacy: Towards a Unified Approach for Childcare and School

    ERIC Educational Resources Information Center

    Jensen, Anders Skriver

    2012-01-01

    This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic inclusive approach to early literacy that resists a narrow accountability-oriented Danish policy (mirroring…

  3. 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.

  4. 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.

  5. 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…

  6. Seven Elements Important to Successful Implementation of Early Literacy Intervention

    ERIC Educational Resources Information Center

    Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

    2016-01-01

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

  7. 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…

  8. Seven Elements Important to Successful Implementation of Early Literacy Intervention

    ERIC Educational Resources Information Center

    Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

    2016-01-01

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

  9. As Easy as ABC: Facilitating Early Literacy Enrichment Experiences

    ERIC Educational Resources Information Center

    Bingham, Ann; Pennington, Julie L.

    2007-01-01

    Many individuals who work with young children between birth and age 8 assume that literacy activities must be planned and executed as elaborate, formal lessons. The increasing pressure seeping through national accountability measures and the renewed focus on early literacy is trickling down to this age group. The Division for Early Childhood of…

  10. The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

    ERIC Educational Resources Information Center

    Rowe, Meredith L.; Denmark, Nicole; Harden, Brenda Jones; Stapleton, Laura M.

    2016-01-01

    This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study-Birth Cohort. Mothers' knowledge of infant development was…

  11. The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

    ERIC Educational Resources Information Center

    Rowe, Meredith L.; Denmark, Nicole; Harden, Brenda Jones; Stapleton, Laura M.

    2016-01-01

    This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study-Birth Cohort. Mothers' knowledge of infant development was…

  12. Predicting Improvement After First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills

    ERIC Educational Resources Information Center

    Spira, Elana Greenfield; Bracken, Stacey Storch; Fischel, Janet E.

    2005-01-01

    This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade…

  13. Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children with and without Familial Risk for Dyslexia

    ERIC Educational Resources Information Center

    Torppa, Minna; Lyytinen, Paula; Erskine, Jane; Eklund, Kenneth; Lyytinen, Heikki

    2010-01-01

    Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyvaskyla Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children's reading and spelling status. One…

  14. Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children with and without Familial Risk for Dyslexia

    ERIC Educational Resources Information Center

    Torppa, Minna; Lyytinen, Paula; Erskine, Jane; Eklund, Kenneth; Lyytinen, Heikki

    2010-01-01

    Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyvaskyla Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children's reading and spelling status. One…

  15. The Early Childhood Social Skills Program.

    ERIC Educational Resources Information Center

    Kohler, Frank W.; Strain, Phillip S.

    1993-01-01

    This paper describes the Early Childhood Social Skills Program developed at the University of Pittsburgh's Early Childhood Research Institute. The paper discusses specific social skill strategies as well as steps for implementing the peer-mediated social skill program in an integrated preschool setting. (JDD)

  16. Robotics and Science Literacy: Thinking Skills, Science Process Skills and Systems Understanding

    ERIC Educational Resources Information Center

    Sullivan, Florence R.

    2008-01-01

    This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students…

  17. Robotics and Science Literacy: Thinking Skills, Science Process Skills and Systems Understanding

    ERIC Educational Resources Information Center

    Sullivan, Florence R.

    2008-01-01

    This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students…

  18. Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic- Speaking Children: Guidelines for General and Special Education Teachers

    ERIC Educational Resources Information Center

    Tibi, Sana; Park, Yujeong; Ho, Yiting; Lombardino, Linda

    2013-01-01

    The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic-speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic…

  19. Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic- Speaking Children: Guidelines for General and Special Education Teachers

    ERIC Educational Resources Information Center

    Tibi, Sana; Park, Yujeong; Ho, Yiting; Lombardino, Linda

    2013-01-01

    The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic-speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic…

  20. The Influence of Early Bilingual Education (English) on the First Language (Arabic) Literacy Skills in the Second Grade of Elementary School: Saudi Arabia

    ERIC Educational Resources Information Center

    Aldosari, Ali; Alsultan, Muneerah

    2017-01-01

    In bilingualism there are rigorous arguments among researches on the inclusion of second language in early phases of L1 education. While some researchers support such inclusion, others advise that doing so might adversely affect the first language. In the context where this study was conducted (Saudi Arabia), despite the heated debate on…

  1. Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum.

    PubMed

    Kingsley, Karl; Galbraith, Gillian M; Herring, Matthew; Stowers, Eva; Stewart, Tanis; Kingsley, Karla V

    2011-04-25

    Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education. The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160). An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy. Nearly half of students (n = 70/160 or 43%) missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7%) reported using Google as their preferred online search method (p < 0.01). In contrast, a significantly higher percentage of students who reported using PubMed (n = 39/45 or 86.7%) were able to provide correct responses (p < 0.01). Following a one-hour intervention by a health science librarian, virtually all students were able to find and retrieve evidence-based materials for subsequent coursework. This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental

  2. 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…

  3. 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…

  4. Young offenders' perspectives on their literacy and communication skills.

    PubMed

    Hopkins, Thomas; Clegg, Judy; Stackhouse, Joy

    2016-01-01

    Research has revealed that the youth offending population has low language ability when assessed on standardized language measures. However, little is known about the perceptions young offenders (YOs) have of their own literacy ability and their communicative interactions with others. Such knowledge might further our understanding of the possible association between language, literacy and offending behaviour. This study investigates the perceptions and experiences YOs have of using literacy and communicating with others. It addresses the following questions. How satisfied are YOs with their own literacy and communication skills and how important do YOs perceive these to be? How much do YOs believe they understand others in their communicative interactions? How satisfied are YOs with their communicative interactions with others and how does this influence conflict at home, school, and in the youth justice system? An opportunity sample of 31 YOs on court orders were recruited from a local youth offending service, excluding any who did not have English as a first language or were in receipt of current speech and language therapy provision. Twenty-six qualitative individual semi-structured interviews and two focus group interviews were carried out and analysed using a framework analysis method. Themes revealed participants were dissatisfied with their communication and literacy ability. Other themes identified were difficulty in understanding others, a perceived lack of support and respect gained from others, and a negative impact of communication on self-esteem. The findings suggest that YOs often found themselves in disputes with authority figures, but that they avoided using positive communication to solve such conflicts and also avoided confiding in others. The findings support the results found from quantitative research on the language abilities of YOs. This emphasizes the value in adopting qualitative methodology to understand the relationship between literacy

  5. Genetic and Environmental Influences on Early Literacy

    ERIC Educational Resources Information Center

    Byrne, Brian; Olson, Richard K.; Samuelsson, Stefan; Wadsworth, Sally; Corley, Robin; DeFries, John C.; Willcutt, Erik

    2006-01-01

    Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness,…

  6. Genetic and Environmental Influences on Early Literacy

    ERIC Educational Resources Information Center

    Byrne, Brian; Olson, Richard K.; Samuelsson, Stefan; Wadsworth, Sally; Corley, Robin; DeFries, John C.; Willcutt, Erik

    2006-01-01

    Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness,…

  7. Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5-11 Years Old.

    PubMed

    Helland, Turid; Morken, Frøydis

    2016-02-01

    The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd.

  8. Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old

    PubMed Central

    Morken, Frøydis

    2015-01-01

    The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre‐literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo‐spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre‐literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo‐spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian. © 2015 The Authors. Dyslexia published by John Wiley & Sons Ltd. PMID:26511662

  9. A case study for teaching information literacy skills.

    PubMed

    Kingsley, Karla V; Kingsley, Karl

    2009-01-29

    The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

  10. A case study for teaching information literacy skills

    PubMed Central

    Kingsley, Karla V; Kingsley, Karl

    2009-01-01

    Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78) was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54%) were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race). Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum. PMID:19178715

  11. Do infant vocabulary skills predict school-age language and literacy outcomes?

    PubMed

    Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

    2015-08-01

    Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level - a finding that fits well with the observation that the majority of 'late talkers' resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family

  12. Do infant vocabulary skills predict school-age language and literacy outcomes?

    PubMed Central

    Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

    2015-01-01

    Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to

  13. Relationships Among Reading Skills of Adults with Low Literacy

    PubMed Central

    Sabatini, John P.; Shore, Jane R.; Sawaki, Yasuyo; Scarborough, Hollis S.

    2011-01-01

    In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the Simple View of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results provided evidence for reliable distinctions between word recognition, fluency, language comprehension, and vocabulary skills as components of reading. Even so, the data did not support the hypothesis that the Simple View needs to be expanded to include vocabulary or fluency factors, as has been posited in a few prior studies of younger and more able readers. Rather, word recognition and language comprehension alone were found to account adequately for variation in reading comprehension in adults with low literacy. PMID:20179307

  14. Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

    We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

  15. Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

    We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

  16. Is an Online Learning Module an Effective Way to Develop Information Literacy Skills?

    ERIC Educational Resources Information Center

    Johnston, Nicole

    2010-01-01

    Information literacy is an integral generic skill or graduate attribute in higher education, with many higher education institutions developing information literacy policies and including information literacy in graduate attribute policies. Barrie (2007) notes that universities around the world are increasingly concerned with ensuring that their…

  17. Is an Online Learning Module an Effective Way to Develop Information Literacy Skills?

    ERIC Educational Resources Information Center

    Johnston, Nicole

    2010-01-01

    Information literacy is an integral generic skill or graduate attribute in higher education, with many higher education institutions developing information literacy policies and including information literacy in graduate attribute policies. Barrie (2007) notes that universities around the world are increasingly concerned with ensuring that their…

  18. Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills.

    ERIC Educational Resources Information Center

    Britto, Pia Rebello; Brooks-Gunn, Jeanne

    2001-01-01

    Examined associations between individual dimensions of the home literacy environment and specific emergent literacy skills among low-income preschoolers. Found that three dimensions of family literacy environments--language and verbal interactions, learning climate, and social and emotional climate--differentially foster preschool children's…

  19. Norming a VALUE rubric to assess graduate information literacy skills.

    PubMed

    Turbow, David J; Evener, Julie

    2016-07-01

    The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the "Information Literacy for Evidence-Based Practice" course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: "Determine the extent of evidence needed," "Use evidence effectively to accomplish a specific purpose," and "Access the needed evidence." Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=-0.16, p>0.05-kappa=0.12, p>0.05). While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for

  20. Technological Literacy Skills Everybody Should Learn. Ideas for Action in Education and Work.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR. Education and Work Program.

    This report reviews the skills and attitudes students need for success in today's technology-oriented workplace. The several facets of technological literacy are first clustered into three broad categories: attitudes or generic skills, applied skills, and specialized skills. Attitudes or generic skills are accuracy and precision, anticipating…

  1. Home Literacy Environments, Interest in Reading and Emergent Literacy Skills of Children with Down Syndrome versus Typical Children

    ERIC Educational Resources Information Center

    Ricci, L.

    2011-01-01

    Background: The present study examined home literacy environments, children's interest in reading and emergent literacy skills of pre-school-aged children with Down syndrome (DS; n = 20), school-aged children with DS (n = 17) and typically developing children (n = 18) matched on chronological age with the younger DS group and mental age (MA) with…

  2. Home Literacy Environments, Interest in Reading and Emergent Literacy Skills of Children with Down Syndrome versus Typical Children

    ERIC Educational Resources Information Center

    Ricci, L.

    2011-01-01

    Background: The present study examined home literacy environments, children's interest in reading and emergent literacy skills of pre-school-aged children with Down syndrome (DS; n = 20), school-aged children with DS (n = 17) and typically developing children (n = 18) matched on chronological age with the younger DS group and mental age (MA) with…

  3. An Examination of the Quality of Literacy Skill Assessments across Levels of Second-Grade, Spanish-Speaking, English-Language Learners

    ERIC Educational Resources Information Center

    Gutierrez, Gabriel

    2010-01-01

    The current study examined the quality of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) across a sample of second-grade English Language (EL) learners with varying degrees of English proficiency (e.g., students with beginning, early intermediate, intermediate, early advanced, and advanced levels). DIBELS Oral Reading Fluency…

  4. An Examination of the Quality of Literacy Skill Assessments across Levels of Second-Grade, Spanish-Speaking, English-Language Learners

    ERIC Educational Resources Information Center

    Gutierrez, Gabriel

    2010-01-01

    The current study examined the quality of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) across a sample of second-grade English Language (EL) learners with varying degrees of English proficiency (e.g., students with beginning, early intermediate, intermediate, early advanced, and advanced levels). DIBELS Oral Reading Fluency…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. Emergent Literacy: An Early Reading and Writing Concept. Issues in Adult Literacy Education.

    ERIC Educational Resources Information Center

    The ERIC Review, 1991

    1991-01-01

    "The ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This second issue contains three principal articles: "Issues in Adult Literacy Education," by JoAnn Crandall and Susan Imel; "Emergent Literacy: An Early Reading and Writing Concept," by Carl B. Smith;…

  7. 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…

  8. 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)

  9. 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,…

  10. 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…

  11. 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…

  12. Early Literacy: A Community Commitment. A Role for Business Leaders

    ERIC Educational Resources Information Center

    National Institute for Literacy, 2009

    2009-01-01

    Business owners are an integral part of the community. As neighborhood leaders, they contribute to the welfare of the community and its members. As employers, they understand the importance of literacy and the challenge of helping everyone learn how to read proficiently. By supporting early childhood literacy, business owners can make a difference…

  13. When Do Computer Graphics Contribute to Early Literacy Learning?

    ERIC Educational Resources Information Center

    Wepner, Shelley B.; Cotter, Michelle

    2002-01-01

    Notes that new literacies use computer graphics to tell a story, demonstrate a theory, or support a definition. Offers a functionality framework for assessing the value of computer graphics for early literacy learning. Provides ideas for determining the value of CD-ROM software and websites. Concludes that graphics that give text meaning or…

  14. Reflecting on Early Literacy Development in the Context of Vanuatu

    ERIC Educational Resources Information Center

    Hughes, Desma

    2004-01-01

    A low level of literacy development plagues many parts of the Pacific region despite the fact that parents are very keen for their children to become literate in order to embrace the modern world. Issues concerning early education and the attainment of literacy are still a challenge in the Pacific. In order to understand the reasons for the low…

  15. Developing Students' Literacy Skills Using High-Tech Speech-Generating Augmentative and Alternative Communication Devices

    ERIC Educational Resources Information Center

    Wilkins, Julia; Ratajczak, Amy

    2009-01-01

    This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices…

  16. Syracuse Labor/Management Consortium Workplace Literacy Skills Improvement Project. Evaluation Report.

    ERIC Educational Resources Information Center

    Mosenthal, Peter B.; Hinchman, Kathleen A.

    An evaluation of this Syracuse, New York workplace literacy skills improvement project had three purposes: to characterize changes in the baseline performance of adults' workplace literacy skills as a function of instructional treatment; to characterize changes in workers' and supervisors' perceptions of worker effectiveness as a function of…

  17. A Case Study of Parental Perceptions of Literacy Skill Development for Severe Speech Impairments

    ERIC Educational Resources Information Center

    Sweat, Karen

    2014-01-01

    Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…

  18. Emergent Literacy: Ways to Foster These Skills in Preschool Children from Low-Socioeconomic Backgrounds

    ERIC Educational Resources Information Center

    Ming, Kavin; Powell, Tenisha

    2010-01-01

    Emergent literacy skills are important for children's academic achievement. Many preschool children from low-socioeconomic backgrounds have limited access to experiences that allow them to acquire emergent literacy skills such as letter knowledge, concepts of print, and phonological awareness. This article describes purposeful and age-appropriate…

  19. Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach

    ERIC Educational Resources Information Center

    Brand, Susan Trostle

    2006-01-01

    Educators have continually sought to achieve a balance between a phonics-based, code-emphasis program and a more holistic, meaning-based approach to emergent literacy instruction. This article describes an integrated phonics and literature-based approach to developing children's emergent literacy skills. These skills included alphabet knowledge,…

  20. Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

    ERIC Educational Resources Information Center

    Saunders, Laura; Kurbanoglu, Serap; Boustany, Joumana; Dogan, Guleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Gendina, Natalia; Grgic, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžioniene, Jurgita; Schneider, Rene; Terra, Ana Lucia; Todorova, Tania Y.

    2015-01-01

    Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist…

  1. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication"…

  2. Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?

    ERIC Educational Resources Information Center

    Hall, Marion; Nix, Ingrid; Baker, Kirsty

    2013-01-01

    In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to…

  3. Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

    ERIC Educational Resources Information Center

    Saunders, Laura; Kurbanoglu, Serap; Boustany, Joumana; Dogan, Guleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Gendina, Natalia; Grgic, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžioniene, Jurgita; Schneider, Rene; Terra, Ana Lucia; Todorova, Tania Y.

    2015-01-01

    Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist…

  4. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication"…

  5. Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach

    ERIC Educational Resources Information Center

    Brand, Susan Trostle

    2006-01-01

    Educators have continually sought to achieve a balance between a phonics-based, code-emphasis program and a more holistic, meaning-based approach to emergent literacy instruction. This article describes an integrated phonics and literature-based approach to developing children's emergent literacy skills. These skills included alphabet knowledge,…

  6. The Integrated Literacy and Automotive Skills Program for Youth (ILASPY). Final Report.

    ERIC Educational Resources Information Center

    Cap, Orest; And Others

    The Integrated Literacy and Automotive Skills Program for Youth (ILASPY) was designed to enable 30 young unemployed adults to make the transition from school to the work world. The project provided a combination of literacy skills, direct work experience, and formal training to prepare young adults to enter the field of automotive repairs. It also…

  7. Unpacking Pandora's Box: Issues in the Assessment of English Learners' Literacy Skill Development in Multimodal Classrooms

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2012-01-01

    In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I…

  8. Information literacy: developing lifelong skills through nursing education.

    PubMed

    Barnard, Alan; Nash, Robyn; O'Brien, Michael

    2005-11-01

    The amount and complexity of information nurses are expected to manage continues to increase exponentially. Support has grown for integrated curriculum approaches that include appropriate content on the use of a variety of information formats and instruction using resource-based and process methods. Such teaching-learning approaches demand a major shift in educational paradigms and encompass resource-based learning, undergraduate research, service learning, inquiry learning, and problem-based learning. The implementation of an integrated curriculum promises advanced information skills, access, and use of available evidence to support clinical decision making and a foundation for lifetime learning. In this article, we argue that for information literacy to be enhanced, collaboration between teaching faculty and librarians must be fostered in meaningful ways. We report on the rationale of an integrated curriculum, changes to nursing education, and obstacles to the development and application of advanced information skills that exist within higher education and clinical settings.

  9. Reducing Reading Failure for Kindergarten Urban Students: A Study of Early Literacy Instruction, Treatment Quality, and Treatment Duration

    ERIC Educational Resources Information Center

    Yurick, Amanda; Cartledge, Gwendolyn; Kourea, Lefki; Keyes, Starr

    2012-01-01

    Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the "Dynamic Indicators of Basic Early Literacy Skills" subtests of Nonsense Word Fluency, Letter Naming Fluency, and…

  10. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  11. Skills for Life: Statement on the National Strategy for Improving Adult Literacy and Numeracy Skills. The Agency Responds.

    ERIC Educational Resources Information Center

    Rogers, Penny, Ed.

    England's Learning and Skills Development Agency welcomes the introduction of a coherent national funding and delivery strategy for adult literacy, numeracy, and English for speakers of other languages (ESOL). The agency believes that the strategy should incorporate the lessons of previous literacy and numeracy initiatives and build on examples of…

  12. Health Literacy and Written Communication in Skilled Nursing/Subacute Facilities.

    PubMed

    Galati, Christopher; Adams, Rachel; Graham, Kay; Reynolds, Katharyn; Zametin, Julia

    2017-08-01

    Health literacy is a concern for older adults. Low health literacy can lead to adverse health outcomes; therefore, practitioners should address health literacy with clients. There is limited research addressing occupational therapy (OT) practitioners' knowledge of health literacy and its implementation in written communication in skilled nursing facility (SNF)/subacute settings. Researchers explored practitioners' knowledge and current practices when using written communication with older adult clients in skilled nursing and subacute settings. This was a nonexperimental, descriptive study of OT practitioners using an online survey. OT practitioners reported having knowledge of health literacy and addressing health literacy with clients. Although knowledge and practice scores were higher for occupational therapy assistants than for occupational therapists, no reliable differences were noted between practitioners. Survey measures yielded good internal consistencies (Cronbach's α= 0.8). While the participants reported having knowledge and practice of health literacy, participants reported limited resources and training in this area.

  13. Measuring health literacy regarding infectious respiratory diseases: a new skills-based instrument.

    PubMed

    Sun, Xinying; Chen, Juan; Shi, Yuhui; Zeng, Qingqi; Wei, Nanfang; Xie, Ruiqian; Chang, Chun; Du, Weijing

    2013-01-01

    There is no special instrument to measure skills-based health literacy where it concerns infectious respiratory diseases. This study aimed to explore and evaluate a new skills-based instrument on health literacy regarding respiratory infectious diseases. This instrument was designed to measure not only an individual's reading and numeracy ability, but also their oral communication ability and their ability to use the internet to seek information. Sixteen stimuli materials were selected to enable measurement of the skills, which were sourced from the WHO, China CDC, and Chinese Center of Health Education. The information involved the distribution of epidemics, immunization programs, early symptoms, means of disease prevention, individual's preventative behavior, use of medications and thermometers, treatment plans and the location of hospitals. Multi-stage stratified cluster sampling was employed to collect participants. Psychometric properties were used to evaluate the reliability and validity of the instrument. The overall degree of difficulty and discrimination of the instrument were 0.693 and 0.482 respectively. The instrument demonstrated good internal consistency reliability with a Cronbach's alpha of 0.864. As for validity, six factors were extracted from 30 items, which together explained 47.3% of the instrument's variance. And based on confirmatory factor analysis, the items were grouped into five subscales representing prose, document, quantitative, oral and internet based information seeking skills (χ(2) = 9.200, P>0.05, GFI = 0.998, TLI = 0.988, AGFI = 0.992, RMSEA = 0.028). The new instrument has good reliability and validity, and it could be used to assess the health literacy regarding respiratory infectious disease status of different groups.

  14. Norming a VALUE rubric to assess graduate information literacy skills

    PubMed Central

    Turbow, David J.; Evener, Julie

    2016-01-01

    Objective The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Methods Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the “Information Literacy for Evidence-Based Practice” course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. Results For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: “Determine the extent of evidence needed,” “Use evidence effectively to accomplish a specific purpose,” and “Access the needed evidence.” Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=−0.16, p>0.05–kappa=0.12, p>0.05). Conclusions While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall

  15. Contemporary Perspectives in Literacy in Early Childhood Education. Contemporary Perspectives in Early Childhood Education.

    ERIC Educational Resources Information Center

    Saracho, Olivia N., Ed.; Spodek, Bernard, Ed.

    This book identifies and analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. Following introductory remarks on the reformation that has emerged in the language and literacy education of young children, the chapters are: (1) "Teachers' Roles in…

  16. The Relationship Between Health, Education, and Health Literacy: Results From the Dutch Adult Literacy and Life Skills Survey

    PubMed Central

    van der Heide, Iris; Wang, Jen; Droomers, Mariël; Spreeuwenberg, Peter; Rademakers, Jany; Uiters, Ellen

    2013-01-01

    Health literacy has been put forward as a potential mechanism explaining the well-documented relationship between education and health. However, little empirical research has been undertaken to explore this hypothesis. The present study aims to study whether health literacy could be a pathway by which level of education affects health status. Health literacy was measured by the Health Activities and Literacy Scale, using data from a subsample of 5,136 adults between the ages of 25 and 65 years, gathered within the context of the 2007 Dutch Adult Literacy and Life Skills Survey. Linear regression analyses were used in separate models to estimate the extent to which health literacy mediates educational disparities in self-reported general health, physical health status, and mental health status as measured by the Short Form-12. Health literacy was found to partially mediate the association between low education and low self-reported health status. As such, improving health literacy may be a useful strategy for reducing disparities in health related to education, as health literacy appears to play a role in explaining the underlying mechanism driving the relationship between low level of education and poor health. PMID:24093354

  17. The relationship between health, education, and health literacy: results from the Dutch Adult Literacy and Life Skills Survey.

    PubMed

    van der Heide, Iris; Wang, Jen; Droomers, Mariël; Spreeuwenberg, Peter; Rademakers, Jany; Uiters, Ellen

    2013-01-01

    Health literacy has been put forward as a potential mechanism explaining the well-documented relationship between education and health. However, little empirical research has been undertaken to explore this hypothesis. The present study aims to study whether health literacy could be a pathway by which level of education affects health status. Health literacy was measured by the Health Activities and Literacy Scale, using data from a subsample of 5,136 adults between the ages of 25 and 65 years, gathered within the context of the 2007 Dutch Adult Literacy and Life Skills Survey. Linear regression analyses were used in separate models to estimate the extent to which health literacy mediates educational disparities in self-reported general health, physical health status, and mental health status as measured by the Short Form-12. Health literacy was found to partially mediate the association between low education and low self-reported health status. As such, improving health literacy may be a useful strategy for reducing disparities in health related to education, as health literacy appears to play a role in explaining the underlying mechanism driving the relationship between low level of education and poor health.

  18. The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Carroll, Crystal

    2013-01-01

    Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

  19. The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Carroll, Crystal

    2013-01-01

    Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

  20. Relationship between literacy skills and self-reported health in the Nordic countries

    PubMed Central

    Lundetræ, Kjersti; Gabrielsen, Egil

    2016-01-01

    Aims: This study investigated the association between literacy skills and self-reported health among Danish (n = 7284), Finnish (n = 5454), Norwegian (n = 4942) and Swedish (n = 4555) participants aged 16–65 years. Methods: Logistic regression models were used to assess the association between literacy skills and self-reported health after adjusting for sex, age and educational level. Results: Nordic participants aged 16–65 years with literacy skills at the lowest level reported sub-optimal health more often (28–37%) than those with literacy skills at the highest level (7–9%). After adjusting for sex, age and educational level, the likelihood of reporting sub-optimal health was 1.99–3.24 times as high for those with literacy skills at the lowest level as for those with literacy skills at the highest level. Conclusions: These results suggest that poor literacy skills increase the likelihood of experiencing poor health in the Nordic countries, even after controlling for educational level. PMID:27670908