Science.gov

Sample records for early literacy skills

  1. 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…

  2. 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…

  3. 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,…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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.

  10. 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.

  11. 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…

  12. 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…

  13. 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.

  14. 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…

  15. 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

  16. 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…

  17. 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…

  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. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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

  12. 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.

  13. 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.

  14. 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.…

  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

    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…

  16. 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…

  17. 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…

  18. 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

  19. 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…

  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. 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.…

  2. 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"…

  3. 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…

  4. 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

  5. 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.

  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. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  15. 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

  16. 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,…

  17. 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…

  18. 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

  19. 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…

  20. 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;…

  1. 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…

  2. 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.

  3. 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…

  4. 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.

  5. 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.

  6. 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

  7. 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

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  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. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. 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…

  8. 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…

  9. 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…

  10. 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.

  11. 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:…

  12. 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…

  13. 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…

  14. 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…

  15. 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

  16. 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.

  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. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. Developmental Milestones of Early Literacy

    MedlinePlus

    ... developmental milestones of early literacy. Younger Than 6 Months: Never Too Young Unlike solid foods , it is ... counts, so have fun with it! 6–12 Months: Developing a Taste for Books Whatever babies are ...

  6. 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…

  7. 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,…

  8. 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.

  9. 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…

  10. 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…

  11. 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,…

  12. 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

  13. 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…

  14. 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.…

  15. 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…

  16. 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…

  17. 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.

  18. 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…

  19. 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)

  20. 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…

  1. 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…

  2. 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.

  3. 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,…

  4. 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.…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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.

  10. 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

  11. 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.

  12. 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.

  13. 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…

  14. 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…

  15. 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,…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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)…

  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. 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.…

  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. 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

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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)

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 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…

  3. 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…

  4. 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.

  5. 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.

  6. 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…

  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. 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.

  9. 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.

  10. Seven Sets of Evidence-Based Skills for Successful Literacy Performance

    ERIC Educational Resources Information Center

    White, Sheida

    2011-01-01

    Very often, we understand differences in literacy performance exclusively in terms of the skills that individuals bring to the literacy tasks they face. Drawing on a new, highly integrative theory of functional literacy--the text-task-respondent (TTR) theory--this article presents a set of seven literacy skills that are required for everyday…

  11. 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…

  12. 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…

  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. 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…

  16. 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.

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  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. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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,…

  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. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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

  7. 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.

  8. 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…

  9. 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,…

  10. 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…

  11. 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.…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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.…

  19. 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…

  20. 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…

  1. 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.

  2. Improving mental health literacy as a strategy to facilitate early intervention for mental disorders.

    PubMed

    Kelly, Claire M; Jorm, Anthony F; Wright, Annemarie

    2007-10-01

    Good mental health literacy in young people and their key helpers may lead to better outcomes for those with mental disorders, either by facilitating early help-seeking by young people themselves, or by helping adults to identify early signs of mental disorders and seek help on their behalf. Few interventions to improve mental health literacy of young people and their helpers have been evaluated, and even fewer have been well evaluated. There are four categories of interventions to improve mental health literacy: whole-of-community campaigns; community campaigns aimed at a youth audience; school-based interventions teaching help-seeking skills, mental health literacy, or resilience; and programs training individuals to better intervene in a mental health crisis. The effectiveness of future interventions could be enhanced by using specific health promotion models to guide their development.

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  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. 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…

  10. 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…

  11. 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.

  12. 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

  13. 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…

  14. 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,…

  15. 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

  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. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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,…

  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. 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…

  5. 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"…

  6. 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…

  7. 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…

  8. "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…

  9. 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…

  10. 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…

  11. 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…

  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. 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)

  15. 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.

  16. 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…

  17. 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…

  18. 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

  19. 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

  20. 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

  1. 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.

  2. 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…

  3. Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills.

    PubMed

    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 progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.

  4. 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…

  5. Health Literacy Skills in Rural and Urban Populations

    ERIC Educational Resources Information Center

    Zahnd, Whitney E.; Scaife, Steven L.; Francis, Mark L.

    2009-01-01

    Objective: To determine whether health literacy is lower in rural populations. Method: We analyzed health, prose, document, and quantitative literacy from the National Assessment of Adult Literacy study. Metropolitan Statistical Area designated participants as rural or urban. Results: Rural populations had lower literacy levels for all literacy…

  6. Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.

    PubMed

    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. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.

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

    ERIC Educational Resources Information Center

    Cunningham, Anna J.; Carroll, Julia M.

    2011-01-01

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

  8. Executive Function and Early Reading Skills

    ERIC Educational Resources Information Center

    Foy, Judith G.; Mann, Virginia A.

    2013-01-01

    The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…

  9. Toward Creation of a National Table for Aboriginal Literacy and Essential Skills (NTALES). Report on Meeting of May 27, 2014

    ERIC Educational Resources Information Center

    Canadian Literacy and Learning Network, 2014

    2014-01-01

    The Canadian Literacy and Learning Network (CLLN), in partnership with Aboriginal community leaders and literacy experts, is leading an initiative to create a National Table for Aboriginal Literacy and Essential Skills (NTALES). A potential role of the National Table will be to represent First Nation, Metis and Inuit literacy and essential skills…

  10. Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills

    PubMed Central

    Binder, Katherine S.; Tighe, Elizabeth; Jiang, Yue; Kaftanski, Katharine; Qi, Cynthia; Ardoin, Scott P.

    2012-01-01

    The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. PMID:23687406

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

    PubMed

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

    2011-01-01

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

  12. Emergent Literacy Skills of Preschool Students with Autism: A Comparison of Teacher-Led and Computer-Assisted Instruction

    ERIC Educational Resources Information Center

    Travers, Jason C.; Higgins, Kyle; Pierce, Tom; Boone, Randall; Miller, Susan; Tandy, Richard

    2011-01-01

    Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led…

  13. Maternal Schooling and Health-Related Language and Literacy Skills in Rural Mexico.

    ERIC Educational Resources Information Center

    Dexter, Emily R.; LeVine, Sarah E.; Velasco, Patricia M.

    1998-01-01

    A study of 78 women in Tilzapotla, a small Mexican town with an unusually strong commitment to education, examined decontextualized language and literacy skills related to oral and reading comprehension of health information and to speaking skills during a health interview. Length of schooling was related to most skills, but all measured skills…

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

    ERIC Educational Resources Information Center

    Neuman, Susan B.

    2010-01-01

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

  15. Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

    ERIC Educational Resources Information Center

    Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

    2016-01-01

    The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

  16. The Home Literacy Environment and Preschool Children's Reading Skills and Interest

    ERIC Educational Resources Information Center

    Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

    2014-01-01

    Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total…

  17. The Skills Enhancement Literacy Project of Hawaii. Final Program Model. Final Performance Report. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Hawaii Univ., Manoa. Coll. of Education.

    The Skills Enhancement Literacy Project of Hawaii (SELPH) was a demonstration workplace literacy partnership between the College of Education, University of Hawaii-Manoa and the ITT Sheraton Hotels. Four Sheraton Hotels in Waikiki participated in the project. The program was planned, staff and volunteers were recruited, and marketing strategies…

  18. Basic Skills for Job Performance: Private Industry Councils and Workplace Literacy.

    ERIC Educational Resources Information Center

    National Alliance of Business, Inc., Washington, DC.

    This guide is designed to provide private industry councils (PICs) with information on developing workplace literacy or job-related basic skills programs. Chapter 1 contains an overview of the nation's literacy problem and how it affects business and is designed to provide PIC members with background information to use when discussing the problem…

  19. Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

    2015-01-01

    Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

  20. Parental Involvement in Emergent Literacy Skills of Urban Head Start Children.

    ERIC Educational Resources Information Center

    Nespeca, Sue McCleaf

    1995-01-01

    Explored the impact of parental involvement and of public libraries on Head Start children's emerging literacy skills. Found differences in the amount of parental involvement in literacy activities and the types of activities. Library use was minimal for fear of damaging books, transportation problems, or lack of time or effort. Suggested…

  1. Digital Technology Snapshot of the Literacy and Essential Skills Field 2013. Summary Report

    ERIC Educational Resources Information Center

    Trottier, Vicki

    2013-01-01

    From January to March 2013, "Canadian Literacy and Learning Network" (CLLN) conducted a snapshot to provide information about how digital technology tools are being used in the Literacy and Essential Skills (L/ES) field. The snapshot focused primarily on digital tools and activities that meet the organizational needs of provincial and…

  2. Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

    ERIC Educational Resources Information Center

    Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine

    2014-01-01

    This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in…

  3. Modeling Active Engagement and Technology Integration: Learning to Teach Literacy Skills and Strategies

    ERIC Educational Resources Information Center

    Modla, Virginia B.; Wake, Donna Glenn

    2007-01-01

    The authors detail technology-based active literacy strategies that they employed with preservice teachers to enhance their skill and comfort level in providing appropriate technology-supported literacy instruction to future students. They examine four theoretical and pragmatic threads to include in course design: active learning, open-ended…

  4. Developing Information Literacy and Research Skills in Introductory Psychology: A Case Study

    ERIC Educational Resources Information Center

    Larkin, Judith E.; Pines, Harvey A.

    2005-01-01

    How do you engage faculty in the task of developing student information literacy? This case study offers a model for incorporating information retrieval into a social science research project so that literacy becomes an intrinsic part of the course assignment. Students showed significant gains in database search and assessment skills with minimal…

  5. Literacy and Life Skills Education for Vulnerable Youth: What Policy Makers Can Do

    ERIC Educational Resources Information Center

    Bernhardt, Anna Caroline; Yorozu, Rika; Medel-Añonuevo, Carolyn

    2014-01-01

    In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country…

  6. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    ERIC Educational Resources Information Center

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  7. Assessing Information Literacy Skills Development in First Year Students: A Multi-Year Study

    ERIC Educational Resources Information Center

    Fain, Margaret

    2011-01-01

    Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.

  8. Investigating Morphological Awareness and the Processing of Transparent and Opaque Words in Adults with Low Literacy Skills and in Skilled Readers

    ERIC Educational Resources Information Center

    To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

    2016-01-01

    For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological…

  9. Differential Susceptibility in Early Literacy Instruction through Computer Games: The Role of the Dopamine D4 Receptor Gene (DRD4)

    ERIC Educational Resources Information Center

    Kegel, Cornelia A. T.; Bus, Adriana G.; van IJzendoorn, Marinus H.

    2011-01-01

    Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest-posttest…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  11. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    ERIC Educational Resources Information Center

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  12. The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes

    ERIC Educational Resources Information Center

    Weiland, Christina; Yoshikawa, Hirokazu

    2011-01-01

    The authors add to and extend the emerging evidence base of the effects of public preschool programs on child school readiness. Using a quasi-experimental, Regression Discontinuity (RD) design, they estimate the impacts of a universal preschool program on children's early numeracy, language, literacy, and executive function skills, both for the…

  13. Order in the House!: Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children's Early Reading

    ERIC Educational Resources Information Center

    Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne; Petrill, Stephen A.

    2008-01-01

    The current study examines whether associations exist between household chaos and children's early reading skills, after controlling for a comprehensive battery of home literacy environment characteristics. Our sample included 455 kindergarten and first-grade children who are enrolled in the Western Reserve Reading Project. We go on to test…

  14. Order in the House! Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children's Early Reading.

    PubMed

    Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne; Petrill, Stephen A

    2008-01-01

    The current study examines whether associations exist between household chaos and children's early reading skills, after controlling for a comprehensive battery of home literacy environment characteristics. Our sample included 455 kindergarten and First-grade children who are enrolled in the Western Reserve Reading Project. We go on to test whether these associations are moderated by maternal reading ability. Results suggest that the degree of household order is significantly and positively associated with the expressive vocabulary, Woodcock Reading Mastery, and phonological awareness skills of children whose mothers are above-average readers. By contrast, the number of books a child owns or brings home and how often a child amuses self alone with books are significantly associated with the expressive vocabulary, Woodcock Reading Mastery, and phonological awareness skills of children whose mothers ore average-ability readers. These results suggest the potential for new approaches to encouraging literacy development in the home beyond those that depend solely on parental literacy.

  15. eHealth Literacy: Essential Skills for Consumer Health in a Networked World

    PubMed Central

    Skinner, Harvey A

    2006-01-01

    Electronic health tools provide little value if the intended users lack the skills to effectively engage them. With nearly half the adult population in the United States and Canada having literacy levels below what is needed to fully engage in an information-rich society, the implications for using information technology to promote health and aid in health care, or for eHealth, are considerable. Engaging with eHealth requires a skill set, or literacy, of its own. The concept of eHealth literacy is introduced and defined as the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem. In this paper, a model of eHealth literacy is introduced, comprised of multiple literacy types, including an outline of a set of fundamental skills consumers require to derive direct benefits from eHealth. A profile of each literacy type with examples of the problems patient-clients might present is provided along with a resource list to aid health practitioners in supporting literacy improvement with their patient-clients across each domain. Facets of the model are illustrated through a set of clinical cases to demonstrate how health practitioners can address eHealth literacy issues in clinical or public health practice. Potential future applications of the model are discussed. PMID:16867972

  16. ARE LITERACY SKILLS ASSOCIATED WITH YOUNG ADULTS’ HEALTH IN AFRICA? EVIDENCE FROM MALAWI

    PubMed Central

    Smith-Greenaway, Emily

    2014-01-01

    This study investigates whether literacy skills are a distinct dimension of education that influences young adults’ health in the southeast African context of Malawi. It uses new data from Tsogolo la Thanzi, a study of young adults in southern Malawi, to achieve three aims. The first is descriptive: to demonstrate a direct assessment for measuring literacy in a population-based survey, and show that it captures variability in skills among young adults, including those with comparable levels of educational attainment. The second aim is to identify whether literacy influences young adults’ health—net of their educational attainment and other confounding factors. Multivariate analyses reveal that literacy is associated with two measures of physical health: self-rated health and prolonged sickness. Because literacy is a key determinant of health, the third aim is to provide insight into how to measure it: can commonly used indirect approaches to estimating literacy (e.g., based on educational attainment or self-reports), accurately capture its prevalence and relationship with health? In a second set of analyses, bivariate results show whether, and the extent to which, indirect measures of literacy overestimate literacy’s prevalence, and multivariate models assess whether indirect estimates of literacy capture its relationship with health. The findings support future efforts to incorporate literacy assessments into population surveys to accurately estimate literacy’s prevalence and health benefits, particularly in contexts like Malawi where access to high-quality schools remains limited. PMID:25164414

  17. Skilling Me Softly: The Impact of Adult Literacy Classes. Longitudinal Study of the Destination of Adult Literacy Students. Final Report.

    ERIC Educational Resources Information Center

    Griffin, Patrick; Pollock, John; Corneille, Karen; Fitzpatrick, Maree

    An Australian study investigated the destinations of adult literacy students in nationally-funded programs, including their economic and employment patterns, educational development (maintenance of educational involvement and advancement, skill development), social well-being (family and personal development, life satisfaction, self-esteem), and…

  18. Family Literacy and the New Canadian: Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada

    ERIC Educational Resources Information Center

    Eaton, Sarah Elaine

    2011-01-01

    This paper examines literacy and language learning across the lifespan within the context of immigrants in the Canadian context. It explores the process of improving literacy skills and acquiring second or third language skills through the systems of formal, non-formal and informal learning, as defined by the OECD [Organisation for Economic…

  19. Handbook of Early Literacy Research. Volume 3

    ERIC Educational Resources Information Center

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

    2010-01-01

    Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The "Handbook" examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts,…

  20. Cognition and Affect in Early Literacy Development.

    ERIC Educational Resources Information Center

    McNamee, Gillian D.; And Others

    1985-01-01

    Using Vygotsky's theory of development, explores the significance of storytelling and dramatization activities on the intellectual and emotional development of preschool children. Results indicate that dramatizing of children's stories enhances the storytelling of preschool children and, thus, influences their literacy development. (DST)

  1. Development of a complex intervention to improve health literacy skills

    PubMed Central

    Austvoll-Dahlgren, Astrid; Danielsen, Stein; Opheim, Elin; Bjørndal, Arild; Reinar, Liv Merete; Flottorp, Signe; Oxman, Andrew David; Helseth, Sølvi

    2013-01-01

    Background Providing insight into the developmental processes involved in building interventions is an important way to ensure methodological transparency and inform future research efforts. The objective of this study was to describe the development of a web portal designed to improve health literacy skills among the public. Methods The web portal was tailored to address three key barriers to obtaining information, using the conceptual frameworks of shared decision-making and evidence-based practice and based on explicit criteria for selecting the content and form of the intervention. Results The web portal targeted the general public and took the form of structured sets of tools. Content included: an introduction to research methods, help on how to find evidence-based health information efficiently based on the steps of evidence-based practice, an introduction to critical appraisal, information about patient participation rights in decision-making, and a decision aid for consultations. Conclusions The web portal was designed in a systematic and transparent way and address key barriers to obtaining and acting upon reliable health information. The web portal provides open access to the tools and can be used independently by health care users, or during consultations with health professionals. PMID:24251890

  2. Teacher Rating of Oral Language and Literacy (TROLL): Individualizing Early Literacy Instruction with a Standards-Based Rating Tool.

    ERIC Educational Resources Information Center

    Dickinson, David K.; McCabe, Allyssa; Sprague, Kim

    2003-01-01

    Explains that the Teacher Rating of Oral Language and Literacy (TROLL) measures skills critical to the New Standards for Speaking and Listening. Notes that TROLL is used to track children's progress in language and literacy development; to inform curriculum; and to stimulate parent teacher communication. Concludes children who are busy talking,…

  3. The Foundation of Literacy Skills in Korean: The Relationship between Letter-Name Knowledge and Phonological Awareness and Their Relative Contribution to Literacy Skills

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2009-01-01

    This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results revealed that although both letter-name knowledge and phonological awareness made unique…

  4. Occupational Task Profiles: A Pan-Canadian Snapshot of the Canadian Literacy and Essential Skills Workforce--A Think Paper. Revised

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    Because Literacy and Essential Skills are so important to economic development, it is vital to know the competencies needed by the educators who deliver Literacy and Essential Skills programming. Likewise, Literacy and Essential Skills are crucial for labour market attachment. Low-skilled work has been most affected by technological change. There…

  5. Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini Children

    ERIC Educational Resources Information Center

    al Mannai, Haya; Everatt, John

    2005-01-01

    This paper reports a study of the reading and spelling skills of grades 1-3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal…

  6. Doing Peer Review and Receiving Feedback: Impact on Scientific Literacy and Writing Skills

    ERIC Educational Resources Information Center

    Geithner, Christina A.; Pollastro, Alexandria N.

    2016-01-01

    Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…

  7. IALS and Essential Skills in Canadian Literacy Policy and Practice: A Descriptive Overview

    ERIC Educational Resources Information Center

    Centre for Literacy, 2013

    2013-01-01

    This paper gathers descriptions on the use of the International Adult Literacy Survey (IALS) and essential skills cross Canada. IALS was developed as a population measure to lay out the distribution of skills and their relationship to other social and economic attributes. The information was taken from federal, provincial, and territorial…

  8. Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

    ERIC Educational Resources Information Center

    Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret

    2015-01-01

    Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an IL course. Using a rubric and annotated bibliographies from study…

  9. Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

    ERIC Educational Resources Information Center

    Gunn, Cathy; Hearne, Shari; Sibthorpe, Julie

    2011-01-01

    This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill--information literacy--into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for…

  10. Literacy Skill Differences between Adult Native English and Native Spanish Speakers

    ERIC Educational Resources Information Center

    Herman, Julia; Cote, Nicole Gilbert; Reilly, Lenore; Binder, Katherine S.

    2013-01-01

    The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension…

  11. What Does Low Proficiency in Literacy Really Mean? Adult Skills in Focus #2

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    In designing policies and programmes targeting populations with poor literacy skills, it is important to take into account differences in the level of these skills within and among these populations. For example, native speakers of the mainstream language may require different language-development training than non-native speakers; and most adults…

  12. Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. Routledge Research in Education

    ERIC Educational Resources Information Center

    Reder, Stephen, Ed.; Bynner, John, Ed.

    2011-01-01

    Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills. This edited collection brings together the results of recent longitudinal studies that greatly extend our knowledge of what works in raising skill…

  13. Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

    ERIC Educational Resources Information Center

    Shultz, Ginger V.; Li, Ye

    2016-01-01

    Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate…

  14. Do Infant Vocabulary Skills Predict School-Age Language and Literacy Outcomes?

    ERIC Educational Resources Information Center

    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…

  15. Measuring Adult Literacy Students' Reading Skills Using the Gray Oral Reading Test

    ERIC Educational Resources Information Center

    Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D.; Calhoon, Mary Beth; Nanda, Alice O.

    2009-01-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third…

  16. Preliteracy Speech Sound Production Skill and Later Literacy Outcomes: A Study Using the Templin Archive

    ERIC Educational Resources Information Center

    Overby, Megan S.; Trainin, Guy; Smit, Ann Bosma; Bernthal, John E.; Nelson, Ron

    2012-01-01

    Purpose: This archival study examined the relationship between the speech sound production skill of kindergarten children and literacy outcomes in Grades 1-3 in a data set where most children's vocabulary skills were within normal limits, speech therapy was not provided until 2nd grade, and phonological awareness instruction was discouraged at the…

  17. Emergent Literacy Skills in Bilingual Children: Evidence for the Role of L1 Syntactic Comprehension

    ERIC Educational Resources Information Center

    Gabriele, Alison; Troseth, Erika; Martohardjono, Gita; Otheguy, Ricardo

    2009-01-01

    The study examines emergent literacy skills in a group of young English Language Learners who are dominant in their native language, Spanish. We investigate the relative contribution of syntactic comprehension in the L1 and L2 to the development of emergent reading skills in English. Participants were bilingual kindergarteners from two public…

  18. Measuring the Continuum of Literacy Skills among Adults: Educational Testing and the LAMP Experience

    ERIC Educational Resources Information Center

    Guadalupe, Cesar; Cardoso, Manuel

    2011-01-01

    The field of educational testing has become increasingly important for providing different stakeholders and decision-makers with information. This paper discusses basic standards for methodological approaches used in measuring literacy skills among adults. The authors address the increasing interest in skills measurement, the discourses on how…

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

    ERIC Educational Resources Information Center

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

    1995-01-01

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

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

    PubMed

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

    2014-10-01

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

  1. A Cost-Effectiveness Analysis of Early Literacy Interventions

    ERIC Educational Resources Information Center

    Simon, Jessica

    2011-01-01

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

  2. Primary Teachers' Linguistic Knowledge and Perceptions of Early Literacy Instruction

    ERIC Educational Resources Information Center

    Mahar, Nicole E.; Richdale, Amanda L.

    2008-01-01

    This study examined 120 Victorian preservice and inservice teachers' ability to implement evidence-based, early literacy instruction by examining whether teachers possessed positive perceptions of explicit instruction in sound-letter relationships, and a proficient knowledge of language structure. Teachers' confidence in teaching students of known…

  3. Scientific Literacy: Resurrecting the Phoenix with Thinking Skills

    ERIC Educational Resources Information Center

    Deming, John C.; O'Donnell, Jacqueline R.; Malone, Christopher J.

    2012-01-01

    Prior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges is that there are two divergent philosophical models of scientific literacy. The first describes the…

  4. Integrating Literacy and Workplace Skills for Worker Advancement. Worker Education Program Final Report, May 1, 1992 - March 31, 1994.

    ERIC Educational Resources Information Center

    Boyter-Escalona, Margaret

    Final evaluation of the Workplace Education Program, funded by the National Workplace Literacy Program to provide workplace literacy education programs to 425 members of Chicago (Illinois) area clothing and textile workers union members, is presented. The program's goal was to enhance workers' basic literacy skills for present job stabilization…

  5. Maternal schooling and health-related language and literacy skills in rural Mexico.

    PubMed

    Dexter, E R; Levine, S E; Velasco, P M

    1998-05-01

    This article reports a study on the health-related language and literacy skills of mothers living in a rural Mexican town. Aiming to help fill the gap between research on maternal schooling and health and that on reading and literacy, the researchers apply a particular theory of literacy and schooling to understand the health-related language and literacy skills of mothers living in a rural Mexican town. Overall, the study showed that 1) there was wide variation in performance on all the skills measured; 2) there were significant correlations between oral language skills and reading skills; 3) scores on a decontextualized language task correlated with skills on the health-related listening, reading, and speaking tasks; 4) length of schooling was a significant predictor of the ability to provide decontextualized noun definitions, to understand spoken health messages, and to understand printed health messages, but at all levels of schooling there was wide variation in women's reading abilities; and 5) childhood schooling was not a significant predictor of women's health-interview speaking skills, although the control variable of adult socioeconomic status did not predict this ability. Research involving the relationship between decontextualized language and critical feminist consciousness is suggested.

  6. Information Literacy Advocates: developing student skills through a peer support approach.

    PubMed

    Curtis, Ruth

    2016-12-01

    Since 2013/2014, an Information Literacy Advocates (ILA) scheme has been running at the University of Nottingham as an extracurricular module on the Nottingham Advantage Award programme. The Information Literacy Advocates scheme, which recruits medicine and health sciences students in their second year or above, aims to facilitate development of information literacy skills and confidence, as well as communication, organisation and teamwork, through the provision of peer support. Previous research indicates peer assistance effectively enhances such skills and is valued by fellow students who welcome the opportunity to approach more experienced students for help. This article, written by guest writer Ruth Curtis from the University of Nottingham, provides an overview of administering the ILA scheme and explores its impact on the Information Literacy Advocates, peers and librarians, and discusses future developments for taking the scheme forward. H. S.

  7. Workplace Communication Skills, Workplace Basic Skills, & Literacy Training in UAW-Chrysler Region 3. Final Performance Report.

    ERIC Educational Resources Information Center

    Indiana Vocational Technical Coll., Indianapolis.

    A workplace literacy partnership program model was demonstrated at four Chrysler plants in Indiana. Objectives were to improve workers' individual skills, enhance personal productivity, and increase work force job security and plant competitiveness. During the 3-month start-up phase, project staff worked with management and labor representatives…

  8. Leyendo Juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement

    ERIC Educational Resources Information Center

    Ortiz, Robert W.; Ordonez-Jasis, Rosario

    2005-01-01

    Early reading experiences in the home prepare children for formal literacy instruction when they enter school. Most practitioners and researchers support the need for educational initiatives for increasing parents' involvement in early literacy. However, there is less of a consensus about how to develop family literacy models for Latino families.…

  9. Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

    PubMed

    Schutt, Michelle A; Hightower, Barbara

    2009-02-01

    The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  11. Incorporating Functional Digital Literacy Skills as Part of the Curriculum for High School Students with Intellectual Disability

    ERIC Educational Resources Information Center

    Cihak, David F.; Wright, Rachel; Smith, Cate C.; McMahon, Don; Kraiss, Kelly

    2015-01-01

    The purpose of this study was to examine the effects of teaching functional digital literacy skills to three high school students with intellectual disability. Functional digital literacy skills included sending and receiving email messages, organizing social bookmarking to save, share, and access career websites, and accessing cloud storage to…

  12. Promoting Early Abstraction to Promote Early Literacy and Numeracy

    ERIC Educational Resources Information Center

    Pasnak, Robert; Kidd, Julie K.; Gadzichowski, Marinka K.; Gallington, Debbie A.; Saracina, Robin P.; Addison, Katherine T.

    2009-01-01

    A learning-set procedure was used to teach the oddity principle, insertions into series, and number conservation to 85 kindergarten children who did not grasp these abstractions. Control groups were given lessons in kindergarten literacy, numeracy, or art in sessions matched in timing and extent. The children who were taught the principles of…

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

    PubMed Central

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

    2016-01-01

    ABSTRACT 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 children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy development. PMID:28250707

  14. Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers

    PubMed Central

    To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

    2015-01-01

    For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. PMID:27158173

  15. Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills.

    PubMed

    Skibbe, Lori E; Hindman, Annemarie H; Connor, Carol M; Housey, Michelle; Morrison, Frederick J

    2013-01-01

    A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of pre-kindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within two months of the state-determined cut-off date for pre-kindergarten and kindergarten entry were administered four subtests of the Woodcock-Johnson Tests of Achievement III in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, children who were starting kindergarten, and who had prior experience in pre-kindergarten, had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended pre-kindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had pre-kindergarten experience. In addition, although children who attended kindergarten as well as those who attended pre-kindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.

  16. Screening Early Literacy: Ideology, Illusion, and Intervention.

    ERIC Educational Resources Information Center

    Crossland, Howard

    1994-01-01

    Examines the ideology and expectations of early screening for linguistic difficulties in young children, discusses effective intervention, and presents an alternative to screening: formative assessment. (SK)

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  18. Early Literacy Instruction for the New Millennium.

    ERIC Educational Resources Information Center

    Hammond, W. Dorsey, Ed.; Raphael, Taffy E., Ed.

    Noting that early reading achievement is increasingly being named as a top priority in venues ranging from national policy arenas to local schools and school districts, this book consolidates and summarizes research on early reading achievement, making it accessible to parents, teachers, administrators, and others concerned with children's reading…

  19. Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

    ERIC Educational Resources Information Center

    DaCosta, Jacqui Weetman

    2010-01-01

    Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the…

  20. IQ variations across time, race, and nationality: an artifact of differences in literacy skills.

    PubMed

    Marks, David F

    2010-06-01

    A body of data on IQ collected over 50 years has revealed that average population IQ varies across time, race, and nationality. An explanation for these differences may be that intelligence test performance requires literacy skills not present in all people to the same extent. In eight analyses, population mean full scale IQ and literacy scores yielded correlations ranging from .79 to .99. In cohort studies, significantly larger improvements in IQ occurred in the lower half of the IQ distribution, affecting the distribution variance and skewness in the predicted manner. In addition, three Verbal subscales on the WAIS show the largest Flynn effect sizes and all four Verbal subscales are among those showing the highest racial IQ differences. This pattern of findings supports the hypothesis that both secular and racial differences in intelligence test scores have an environmental explanation: secular and racial differences in IQ are an artifact of variation in literacy skills. These findings suggest that racial IQ distributions will converge if opportunities are equalized for different population groups to achieve the same high level of literacy skills. Social justice requires more effective implementation of policies and programs designed to eliminate inequities in IQ and literacy.

  1. Literacy in the Early Years: Teaching and Learning in Multilingual Early Childhood Classrooms.

    ERIC Educational Resources Information Center

    Bloch, Carole

    1999-01-01

    Describes and analyzes some of the literacy events and practices taking place in selected multilingual early childhood classrooms in Cape Town, South Africa. Discusses the views and understanding teachers hold about reading and writing in early childhood, and the methods used for teaching children from different language and sociocultural…

  2. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs.

    PubMed

    Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

    2011-10-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.

  3. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

    PubMed Central

    Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

    2012-01-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

  4. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

    PubMed

    Cabell, Sonia Q; Downer, Jason T

    2011-10-01

    MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

  5. Literacy and life skills education for vulnerable youth: What policy makers can do

    NASA Astrophysics Data System (ADS)

    Bernhardt, Anna Caroline; Yorozu, Rika; Medel-Añonuevo, Carolyn

    2014-04-01

    In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Thatcher, Karen; Fletcher, Kathryn

    2008-01-01

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

  9. Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

    ERIC Educational Resources Information Center

    Stockham, Marcia; Collins, Heather

    2012-01-01

    This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share…

  10. Occupational Task Profiles: Canadian Literacy and Essential Skills Workforce. A Pan-Canadian Snapshot

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    This "Pan-Canadian Snapshot" explores the competencies needed to work with adults participating in Literacy and/or Essential Skills (L/ES) programs in Canada. The purpose of the "Snapshot" is to: (1) lay a foundation from which to explore the topic of professionalism; (2) identify the types of supports that the L/ES workforce…

  11. Relations between Print Exposure and Literacy Skills: New Evidence from Grade 1-5

    ERIC Educational Resources Information Center

    Ecalle, Jean; Magnan, Annie

    2008-01-01

    This study had two main aims: (a) to develop checklists adapted for the French culture and the age of the children whose level of print exposure (PE) was to be assessed and (b) to analyse the impact of print exposure on various literacy skills. The checklists consisted of Titles, Magazines, and Authors (targets and foils). The children's responses…

  12. The Role of Home Literacy Environment in Toddlerhood in Development of Vocabulary and Decoding Skills

    ERIC Educational Resources Information Center

    Kim, Sojung; Im, Haesung; Kwon, Kyong-Ah

    2015-01-01

    Background: Little empirical research examines the process in which home literacy environment (HLE) in toddlerhood is associated with preschoolers' vocabulary and decoding skills using a large-scale dataset. Objective: The purposes of the current study were to (a) examine the differential effect of HLE in toddlerhood on preschoolers' vocabulary…

  13. Are They Ready? Exploring Student Information Literacy Skills in the Transition from Secondary to Tertiary Education

    ERIC Educational Resources Information Center

    Salisbury, Fiona; Karasmanis, Sharon

    2011-01-01

    How information literate are the Google generation, and what information literacy skills do they bring to university? For university libraries, understanding student prior knowledge provides a foundation on which to introduce appropriate learning activities during the first year. In 2009, in response to a new pedagogical model in health sciences,…

  14. Predicting Dyslexia in a Transparent Orthography from Grade 1 Literacy Skills: A Prospective Cohort Study

    ERIC Educational Resources Information Center

    Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana; Accorti Gamannossi, Beatrice

    2016-01-01

    We conducted this prospective cohort study to explore the predictability of dyslexia from 1st-grade literacy skills in Italian students. We followed 407 Italian students in primary school from the 1st through the 3rd grades. Students were diagnosed with dyslexia in the 3rd grade. We retrospectively tested participants' 1st-grade performance in…

  15. The Effects of Two Different Instructional Programmes on Literacy Skills of Kindergarten Children

    ERIC Educational Resources Information Center

    Gahwaji, Nahla M.

    2016-01-01

    Lately, research exploring the effects of tutorial instructional programmes and educational games on literacy skills of kindergarten children has attracted large number of educational technology researchers and practitioners. Even though overwhelming research literature on the subject is available, the majority of this existing work is designed…

  16. African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Craig, Holly K.

    2006-01-01

    Purpose: This study examined the relation between African American preschoolers' use of African American English (AAE) and their language and emergent literacy skills in an effort to better understand the perplexing and persistent difficulties many African American children experience learning to read proficiently. Method: African American…

  17. Characteristics of 15-Year-Old Students Predicting Scientific Literacy Skills in Turkey

    ERIC Educational Resources Information Center

    Demir, Ergül

    2016-01-01

    Since 2003, Turkey regularly participates in PISA. According to the PISA 2012 results, 15-year-old students in Turkey performed below both OECD countries and participating countries. Defining the relations between students' characteristics and their scientific literacy skills is thought to provide deeper understanding for the nature of this…

  18. Narrowing the Skills Gap: Workplace Literacy Programs in Canada. Final Report.

    ERIC Educational Resources Information Center

    Ottawa Univ. (Ontario).

    This report documents, in case study format, eight workplace literacy programs in Canada. Introductory materials highlight conclusions and discuss reasons for undertaking the project to document the Canadian experience in basic skills training from the perspective of the employer and employee and program design. Each case study or program profile…

  19. Learning a Living: First Results of the Adult Literacy and Life Skills Survey

    ERIC Educational Resources Information Center

    OECD Publishing (NJ1), 2005

    2005-01-01

    The Adult Literacy and Life Skills Survey (ALL) is a large-scale co-operative effort undertaken by governments, national statistics agencies, research institutions and multi-lateral agencies. The development and management of the study were co-ordinated by Statistics Canada and the Educational Testing Service (ETS) in collaboration with the…

  20. Bridging Authentic Experiences and Literacy Skills through the Language Experience Approach

    ERIC Educational Resources Information Center

    Huang, Jiuhan

    2013-01-01

    Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading…

  1. Wordless Book-Sharing Styles in Bilingual Preschool Classrooms and Latino Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Schick, Adina

    2015-01-01

    The current study explored the preschool classroom environment as an important context for supporting dual-language learning Latino children's development of emergent literacy skills. The results of the study showed that teachers in Spanish-English bilingual preschool classrooms varied in the way they shared wordless picture books with the…

  2. Task Persistence Mediates the Effect of Children's Literacy Skills on Mothers' Academic Help

    ERIC Educational Resources Information Center

    Kikas, Eve; Silinskas, Gintautas

    2016-01-01

    This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children's literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times--at the…

  3. Information Literacy Skills Training: A Factor in Student Satisfaction with Access to High Demand Material

    ERIC Educational Resources Information Center

    Perrett, Valerie

    2010-01-01

    In a survey of Business and Government, Law and Information Sciences students carried out at the University of Canberra, results showed that in-curricula information literacy skills training had a greater impact on students' satisfaction with access to high demand material than the purchase of additional copies of books. This paper will discuss…

  4. Contribution of the Home Environment to Preschool Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Haynes, Rebekah Mina

    2010-01-01

    Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling.…

  5. The Potential of Community Libraries in Supporting Literate Environments and Sustaining Literacy Skills

    ERIC Educational Resources Information Center

    Shrestha, Sanjana; Krolak, Lisa

    2015-01-01

    This article shows how community libraries can create and support literate environments, which are essential for building and sustaining literacy skills in local communities. The paper begins with a subject analysis reviewing available background materials and literature on the topic. Next, relevant issues are considered based on experiences and…

  6. Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School

    ERIC Educational Resources Information Center

    Cadima, Joana; McWilliam, R. A.; Leal, Teresa

    2010-01-01

    This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household…

  7. Improving Information Literacy Skills through Learning to Use and Edit Wikipedia: A Chemistry Perspective

    ERIC Educational Resources Information Center

    Walker, Martin A.; Li, Ye

    2016-01-01

    Our students rely on Wikipedia on their mobile devices or laptops, since it is an extremely rich and broad resource. This article overviews the Chemistry content on Wikipedia and how students can learn to use it effectively as an information resource, critically evaluating content, and learning key information literacy skills. We also discuss how…

  8. Relationship between Emergent Literacy Skills and Social Competence in Head Start Children

    ERIC Educational Resources Information Center

    Maederer, Jennifer L.

    2011-01-01

    The primary purpose of the current research was to determine whether low-income, high-risk young children's emergent literacy skills, including measures of oral language and letter knowledge, were related to their social competence. Other goals included determining the reliability of a social competence rating scale, the Social Competence…

  9. Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

    ERIC Educational Resources Information Center

    Brickman, Peggy; Gormally, Cara; Francom, Greg; Jardeleza, Sarah E.; Schutte, Virginia G. W.; Jordan, Carly; Kanizay, Lisa

    2012-01-01

    Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a…

  10. Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Galloway, Emily Phillips; Marietta, Sky H.

    2016-01-01

    In our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school, this book guides school leaders to design and implement advanced literacy instruction through four key…

  11. Examining Strategies for Embedding Literacy Skills within a Whole Language Program.

    ERIC Educational Resources Information Center

    Botenhagen, Jennifer L.

    A study examined strategies for embedding literacy skills within a whole language program. A questionnaire was given to full-time whole language elementary school teachers who taught in kindergarten through second-grade classrooms. All the participants teach in suburban school districts in the Bay Area including San Francisco, Marin, Sonoma, and…

  12. Formative Evaluation of the Adult Learning, Literacy and Essential Skills Program. Final Report

    ERIC Educational Resources Information Center

    Human Resources and Skills Development Canada, 2010

    2010-01-01

    This report presents the results of the formative evaluation of the Adult Learning, Literacy and Essential Skills Program (ALLESP). Data collection related to this evaluation took place between November 2008 and May 2009. The evaluation resulted in the following four recommendations: (1) It is recommended that Program objectives and activities…

  13. Finding Passion in Teaching and Learning: Embedding Literacy Skills in Content-Rich Curriculum

    ERIC Educational Resources Information Center

    Freidus, Helen

    2010-01-01

    This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction…

  14. Lap Reading with Kindergartners: Nurturing Literacy Skills and so Much More

    ERIC Educational Resources Information Center

    Knopf, Herman T.; Brown, H. Mac

    2009-01-01

    In this article, the authors reexamine and duplicate research conducted more than 20 years ago to learn if the simple act of sharing literature with kindergarten children through a nurturing dialogic approach will support children's development of literacy skills, including a love of reading. Dialogic reading is based on: (1) child participation;…

  15. A Word Is a Word: Metalinguistic Skills in Adults of Varying Literacy Levels.

    ERIC Educational Resources Information Center

    Hamilton, Mary E.; Barton, David

    As part of a wider study of metalinguistic skills, a study examined the metalinguistic awareness of the concept "word" of adults at different literacy levels. Subjects, 60 adult monolingual English speakers enrolled in adult education classes, were divided into three groups according to reading level. Data were gathered through a…

  16. Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study

    ERIC Educational Resources Information Center

    Hanbidge, Alice Schmidt; Sanderson, Nicole; Tin, Tony

    2015-01-01

    Learning essential information literacy skills through the use of mobile phones is an innovative m-learning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five…

  17. Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom

    ERIC Educational Resources Information Center

    Vie, Stephanie; Dieterle, Brandy

    2016-01-01

    Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to…

  18. Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

    PubMed

    Geithner, Christina A; Pollastro, Alexandria N

    2016-03-01

    Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.

  19. Idea Bank: Using Kodaly to Promote Music Literacy Skills

    ERIC Educational Resources Information Center

    Mason, Emily

    2012-01-01

    Music teachers often include in their lessons activities that promote music literacy, such as manipulation of icons to show high versus low or long versus short, learning note names both melodically and rhythmically, and improvising on pitched and nonpitched instruments. Additionally, the National Standards for music education address literacy…

  20. Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1992.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1992

    1992-01-01

    This document consists of the four issues of this serial issued during 1992. Issue number 44 contains five articles: "Concerns and Fears" (issues raised by the proposed Further and Higher Education Bill in Britain); "Speaking Out for Wordpower" (Kay); "An Open Door to Mathematics" (Hay); "Literacy Problems and…

  1. Young Offenders' Perspectives on Their Literacy and Communication Skills

    ERIC Educational Resources Information Center

    Hopkins, Thomas; Clegg, Judy; Stackhouse, Joy

    2016-01-01

    Background: 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…

  2. A Poster Assignment Connects Information Literacy and Writing Skills

    ERIC Educational Resources Information Center

    Waters, Natalie

    2015-01-01

    This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…

  3. Improving Literacy Skills of Juvenile Detainees. Juvenile Justice Bulletin.

    ERIC Educational Resources Information Center

    Hodges, Jane; And Others

    The Office of Juvenile and Delinquency Prevention funded a model designed to improve the literacy level of youth in juvenile detention and correctional facilities. The model specified training language arts teachers and relevant staff and volunteers in direct instruction methods for rapid improvement of students' comprehension, particularly for…

  4. Functional Internet Literacy: Required Cognitive Skills with Implications for Instruction

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2007-01-01

    Patterns of typical Internet use provide the basis for defining "functional Internet literacy." Internet use commonly includes communication, information, recreation, and commercial activities. Technical competence with connectivity, security, and downloads is a prerequisite for using the Internet for such activities. Bloom's taxonomy of cognitive…

  5. Teamwork and Literacy: Learning from a Skills-Poor Position.

    ERIC Educational Resources Information Center

    Hart-Landsberg, Sylvia; Reder, Stephen

    A study examined the roles of literacy and teamwork in an automotive parts manufacturing company that was restructuring to implement a "high-performance" model of team organization, worker responsibility for quality control, and a pay-for-knowledge compensation system. The study focused on the formal and informal educational practices from which…

  6. Embedding Academic Literacy Skills: Towards a Best Practice Model

    ERIC Educational Resources Information Center

    McWilliams, Robyn; Allan, Quentin

    2014-01-01

    Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…

  7. Financial Literacy Curriculum: The Effect on Offender Money Management Skills

    ERIC Educational Resources Information Center

    Koenig, Lori A.

    2007-01-01

    Offenders involved in this study lacked basic financial knowledge which presented a barrier to their success upon release. The researcher modified existing curriculum and created a course in financial literacy for offenders within a medium security correctional facility based upon their personal experiences. The offenders gained financial…

  8. Bridging the Communication Divide: CMC and Deaf Individuals' Literacy Skills

    ERIC Educational Resources Information Center

    Garberoglio, Carrie Lou; Dickson, Duncan; Cawthon, Stephanie; Bond, Mark

    2015-01-01

    Deaf individuals frequently capitalize upon communication technologies that increase equitable access to communication in an ongoing, effortless manner. Those communication technologies create conditions that increase direct access to language and literacy. It is the lack of direct access to language that has been historically problematic for deaf…

  9. Teaching Critical Literacy Skills through the Natural Environment "as" Text

    ERIC Educational Resources Information Center

    Chambers, Joan M.; Radbourne, Christy

    2014-01-01

    Utilizing ecosocial theory and the notion of the environment as text, two teachers, the vice principal and a university researcher, engaged in a year-long, place-based, qualitative action research project in which they used the environment as the integrating context for teaching critical literacy, mathematics, and science. The project revealed…

  10. The Association of Graph Literacy With Use of and Skills Using an Online Personal Health Record in Outpatient Veterans.

    PubMed

    Ruiz, Jorge G; Andrade, Allen D; Hogue, Christie; Karanam, Chandana; Akkineni, Sisir; Cevallos, David; Anam, Ramanakumar; Sharit, Joseph

    2016-01-01

    Personal health records (PHRs) are intended to increase patients' access to and ownership over their health care information for self-management purposes. The purpose of this study was to determine the association of graph literacy with adoption of an online PHR and, among adopters with self-reported skills, the frequency of use and intent to return to use the PHR . We conducted a cross-sectional survey of veterans receiving outpatient care. We measured health literacy, numeracy, graph literacy, and Internet and PHR adoption and use. We compared subgroups of veterans using analyses of covariance. We used hierarchical logistic regression models to estimate the effects of the literacy variables on PHR use. A total of 600 veterans (age = 22-94) participated in the survey. After we adjusted for known covariates, we found that adopters of a PHR were more likely to demonstrate higher health and graph literacy than nonadopters. Among PHR adopters, self-reported frequent and skillful users were more likely to have higher graph literacy than lower frequency and less skillful users. Adopters with higher intentions to return to use the PHR were more likely to show lower graph literacy than those less likely to return to use the PHR. Inadequate graph literacy was associated with lower adoption of a PHR and, among users, with lower self-reported frequent use and skills . As PHR use becomes more widespread, stakeholders will need to consider patients' levels of graph literacy when implementing PHRs.

  11. Evaluation of graduate nursing students' information literacy self-efficacy and applied skills.

    PubMed

    Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D

    2015-03-01

    Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance.

  12. The development of early literacy in Steiner- and standard-educated children.

    PubMed

    Cunningham, Anna J; Carroll, Julia M

    2011-09-01

    BACKGROUND. There is evidence that children who are taught to read later in childhood (age 6-7) make faster progress in early literacy than those who are taught at a younger age (4-5 years), as is current practice in the UK. AIMS. Steiner-educated children begin learning how to read at age 7, and have better reading-related skills at the onset of instruction. Therefore, it is hypothesized that older Steiner-educated children will make faster progress in early literacy than younger standard-educated controls. SAMPLES. A total of 30 Steiner-educated children (age 7-9) were compared to a matched group of 31 standard-educated controls (age 4-6). METHOD. Children were tested for reading, spelling, phonological awareness, and letter knowledge at three time points during their first year of formal reading instruction and again at the end of the second year. RESULTS. There were no significant differences between groups in word reading at the end of the first and second year or reading comprehension at the end of the second year; however, the standard group outperformed the Steiner group on spelling at the end of both years. The Steiner group maintained an overall lead in phonological skills while letter knowledge was similar in both groups. CONCLUSIONS. The younger children showed similar, and in some cases, better progress in literacy than the older children; this was attributed to more consistent and high-quality synthetic phonics instruction as is administered in standard schools. Consequently, concerns that 4- to 5-year-olds are 'too young' to begin formal reading instruction may be unfounded.

  13. Improving the implementation of an early literacy program by child health nurses through addressing local training and cultural needs.

    PubMed

    Hewer, Lee-anne; Whyatt, David

    2006-10-01

    This study evaluates the implementation of an early literacy program by child health nurses (CHNs) in Geraldton and the Midwest regions of Western Australia. Children's early preschool exposure to reading is an important step in developing literacy skills in later schooling. The program aims to improve early literacy development by supplying parents with an appropriate book and information on reading to children at the child's seven-to-nine months of age health check. This study highlights the potential role of CHNs in encouraging early literacy in regional communities. However, a barrier to the successful implementation of the program was found to be its dependence on attendance at a predetermined health check. This was especially so for the Aboriginal population, which had a significantly lower attendance rate. Dependence on personal and professional experience amongst CHNs also resulted in sub-optimal implementation of the program. Recommendations to broaden the scope of the intervention, in timing and location, and to develop appropriate training for CHNs are discussed. It is shown that the implementation of such evidence-based programs must address local community and service provider issues to reach their full potential.

  14. Formative evaluation of a mobile liquid portion size estimation interface for people with varying literacy skills

    PubMed Central

    Connelly, Kay; Siek, Katie A.; Welch, Janet L.

    2012-01-01

    Chronically ill people, especially those with low literacy skills, often have difficulty estimating portion sizes of liquids to help them stay within their recommended fluid limits. There is a plethora of mobile applications that can help people monitor their nutritional intake but unfortunately these applications require the user to have high literacy and numeracy skills for portion size recording. In this paper, we present two studies in which the low- and the high-fidelity versions of a portion size estimation interface, designed using the cognitive strategies adults employ for portion size estimation during diet recall studies, was evaluated by a chronically ill population with varying literacy skills. The low fidelity interface was evaluated by ten patients who were all able to accurately estimate portion sizes of various liquids with the interface. Eighteen participants did an in situ evaluation of the high-fidelity version incorporated in a diet and fluid monitoring mobile application for 6 weeks. Although the accuracy of the estimation cannot be confirmed in the second study but the participants who actively interacted with the interface showed better health outcomes by the end of the study. Based on these findings, we provide recommendations for designing the next iteration of an accurate and low literacy-accessible liquid portion size estimation mobile interface. PMID:24443659

  15. Emergent Literacy in Early Childhood Education: Course on Emergent Literacy in Early Childhood Education (Haifa, Israel, October 25-December 20, 1992).

    ERIC Educational Resources Information Center

    Mount Carmel International Training Centre, Haifa (Israel).

    The purpose of a 1992 course on emergent literacy in early childhood education was to formulate a shared definition of literacy; create awareness of the developmental process involved; test previous assumptions, methods, and techniques in the light of new knowledge; and develop pedagogic approaches and curricula relevant to the existing conditions…

  16. Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

    PubMed Central

    Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine S.

    2014-01-01

    This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed. PMID:25364644

  17. Size Matters: Early Vocabulary as a Predictor of Language and Literacy Competence

    ERIC Educational Resources Information Center

    Lee, Joanne

    2011-01-01

    This paper investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11. Multivariate analysis of covariance was performed to compare 16 language and literacy outcomes between children with large expressive vocabulary size at 24 months (N = 1,073)…

  18. A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong.

    PubMed

    Tarrant, Marie; Dodgson, Joan E; Law, Beatrice V K K

    2008-05-01

    In today's environment of rapidly changing health care and information technology, nurses require a broad range of skills. One of the key skills required of all health professionals in this environment is information literacy. For registered nurses returning to a university setting to study for their baccalaureate degree, becoming information literate is one of many challenges they face. Also key to students' ability to use and communicate information in an appropriate and effective manner is their writing skills. This article describes a curricular intervention designed to develop and strengthen post-registration nurses' information literacy and academic writing competencies. An introductory information management module was developed and provided to three successive cohorts of students (n=159). Students were predominantly female (85.4%) with a mean age of 34.2 years (SD=6.8). Prior to commencing the program, students reported low information literacy and writing skills, especially in accessing and searching electronic databases and using referencing formats. The post-test evaluation of skills showed substantial and statistically significant increases in all assessed competencies. This intervention demonstrated that with structured but flexible learning activities early in the curriculum, post-registration nursing students can quickly become information literate.

  19. Mothers' Attention-Getting Utterances during Shared Book Reading: Links to Low-Income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy

    ERIC Educational Resources Information Center

    Son, Seung-Hee Claire; Tineo, Maria F.

    2016-01-01

    This study examined associations among low-income mothers' use of attention-getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother-child shared book reading sessions were videotaped and coded for each utterance, including attention talk,…

  20. Connecting the Dots: Raising a Reader Builds Evidence Base for Its Parent Engagement and Early Literacy Program. Research Report. Publication #2014-60

    ERIC Educational Resources Information Center

    Walker, Karen; Gooze, Rachel A.; Torres, Alicia

    2014-01-01

    Early literacy skills are the foundation for school success. This is particularly important for groups of children at heightened risk of poor educational outcomes, such as English language learners and children from low-income families. Informed by a growing body of research and evaluation studies that point to the importance of home literacy…

  1. Workplace Literacy: A Review of the Literature.

    ERIC Educational Resources Information Center

    Patterson, Martha

    Workplace literacy is literacy training provided in the workplace, incorporating basic skills training with job-related instructional materials. Early research efforts to define the literacy requirements of jobs began with two military projects, Operational REALISTIC and Project 100,000, in the late 1960s. Subsequent studies have focused on the…

  2. Topics in Early Literacy, Teacher Preparation, and International Perspectives on Early Care. Advances in Early Education and Day Care.

    ERIC Educational Resources Information Center

    Reifel, Stuart, Ed.

    This volume looks at three different broad topics that are of continuing interest for early education and care. The first part of the volume furthers the view of children's acquisition of literacy and how that acquisition takes place. The second part addresses preparation of professionals in early childhood education. The third part provides…

  3. Early Literacy: A Constructivist Foundation for Whole Language. NEA Early Childhood Education Series.

    ERIC Educational Resources Information Center

    Kamii, Constance, Ed.; And Others

    The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of…

  4. Early Childhood Education Assembly: Changing the Face of Early Literacy Education within NCTE and Beyond

    ERIC Educational Resources Information Center

    Souto-Manning, Mariana; Vasquez, Vivian M.

    2011-01-01

    Literacy begins at birth. As soon as children are born, they start reading the world around them. Yet for years the National Council of Teachers of English (NCTE) was not regarded as a place for early childhood teachers, researchers, and teacher educators who work with children from birth to age eight. Recently, however, a group has come together…

  5. Pathways to Information Literacy: An Information Literacy Skills Program for B.S. Nursing Students.

    ERIC Educational Resources Information Center

    Fox, Lynne M.; And Others

    A joint program of instruction was created between the University of Northern Colorado's Michener Library and School of Nursing. This expanded bibliographic instruction program was based on a proposal that outlined the need for information literacy instruction in nursing education, enumerated the possible benefits of such instruction to students…

  6. Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

    ERIC Educational Resources Information Center

    Mahmood, Khalid

    2016-01-01

    This systematic review has analyzed 53 English language studies that assessed and compared peoples' self-reported and demonstrated information literacy (IL) skills. The objective was to collect empirical evidence on the existence of Dunning-Kruger Effect in the area of information literacy. The findings clearly show that this theory works in this…

  7. Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course

    ERIC Educational Resources Information Center

    Palmer, Michael S.; Matthews, Tatiana

    2015-01-01

    Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group…

  8. Ready or Not...: Perspectives on Literacy and Essential Skills in this Economic Downturn--A Canadian Baseline Study

    ERIC Educational Resources Information Center

    Murray, Janet; Yerichuk, Deanna; Murray-Smith, Nick

    2009-01-01

    In March 2009, Movement for Canadian Literacy (MCL) commissioned "Resources for Results", a private research and evaluation firm, to conduct a baseline study to explore the effects of the recent economic downturn on literacy and essential skills programs across Canada. The "Resources for Results" research team interviewed 35…

  9. Independent Contributions of Mothers' and Fathers' Language and Literacy Practices: Associations with Children's Kindergarten Skills across Linguistically Diverse Households

    ERIC Educational Resources Information Center

    Sims, Jacqueline; Coley, Rebekah Levine

    2016-01-01

    Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in…

  10. Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children

    ERIC Educational Resources Information Center

    Linebarger, Deborah L.; Kosanic, Anjelika Z.; Greenwood, Charles R.; Doku, Nii Sai

    2004-01-01

    Does viewing Between the Lions, an educational television series featuring literacy instruction, improve the emergent literacy skills of kindergarten and first-grade children? Do improvements vary as a function of the child's initial reading risk status? In this study, higher word recognition and standardized reading test scores were noted for all…

  11. A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Trembath, David; Shellshear, Leanne; Paynter, Jessica

    2016-01-01

    A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to…

  12. The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

    ERIC Educational Resources Information Center

    Huang, Jiuhuan; Newbern, Claudia

    2012-01-01

    This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…

  13. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

    PubMed

    Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  14. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    PubMed Central

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  15. Cognitive flexibility predicts early reading skills

    PubMed Central

    Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès

    2014-01-01

    An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

  16. Prosodic awareness skills and literacy acquisition in Spanish.

    PubMed

    Defior, Sylvia; Gutiérrez-Palma, Nicolás; Cano-Marín, María José

    2012-08-01

    There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and spelling. In written language tests, errors were classified as phonological (grapheme-to-phoneme conversion rules) or stress-related (placement of the stress mark). Regression analyses showed that, once memory and phonological awareness were controlled, stress awareness partially explained reading and spelling performance as well as error type; however, differences were found between reading and spelling errors. These results show a relationship between prosodic skills--namely stress sensitivity--and the acquisition of reading and spelling skills that seems to be independent of phonological awareness skills.

  17. An Evaluation of a Multicomponent Early Literacy Program for Students with Severe Developmental Disabilities

    ERIC Educational Resources Information Center

    Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua

    2012-01-01

    This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…

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

    ERIC Educational Resources Information Center

    Reutzel, D. Ray

    2015-01-01

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

  19. Can Gains from Early Literacy Interventions Be Sustained? The Case of Reading Recovery

    ERIC Educational Resources Information Center

    Jesson, Rebecca; Limbrick, Libby

    2014-01-01

    Early literacy interventions have demonstrated that pedagogically sound programmes can boost reading achievement for students who do not succeed in early literacy learning. However, there is less evidence as to what extent gains are maintained in subsequent years or the factors which may contribute to sustained progress. The research reported in…

  20. The Impact of an Early Literacy Intervention: Where Are the Children Now?

    ERIC Educational Resources Information Center

    Schmitt, Maribeth Cassidy; Gregory, Anne E.

    2005-01-01

    The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series…

  1. Ability of Early Literacy Measures to Predict Future State Assessment Performance

    ERIC Educational Resources Information Center

    Utchell, Lynn A.; Schmitt, Ara J.; McCallum, Elizabeth; McGoey, Kara E.; Piselli, Kate

    2016-01-01

    The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were…

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

    ERIC Educational Resources Information Center

    Schatschneider, Christopher; Lonigan, Christopher J.

    2010-01-01

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

  3. Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

    PubMed Central

    Wanzek, Jeanne

    2015-01-01

    Purpose The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K–6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = −0.33) and for dialect and reading (M effect size = −0.32). For spelling and writing, the relationship was negative and small (M effect size = −0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Conclusions Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed. PMID:26090843

  4. Functional validity of a judgment skills measure within the concept of health literacy for sleeping disorder patients.

    PubMed

    Dubowicz, Arthur; Schulz, Peter J

    2014-10-17

    The concept of health literacy has been widened to include higher order aspects such as patient decision-making skills while its measurement continued to rely narrowly on reading and numeracy skills, known as functional health literacy. We developed a Judgment Skills measure, designed to assess patients' ability to make appropriate decisions with regard to their condition. The measure offers scenarios with answer options ranked for biomedical adequacy. This study aims to examine the psychometric properties and the functional validity of the Judgment Skills measure. A self-administered survey among 87 primary insomnia patients in the Italian-speaking part of Switzerland was conducted. The extensive path model included variables such as functional health literacy, coping with the medical condition, experience of the scenario, sleep quality, duration suffering, education, and age. Correlation analyses were conducted to link the variables. The Judgment Skills measure showed the expected significant correlations. In general, higher Judgment Skills were related to coping strategies leading to better health outcomes. Functional health literacy correlated highly with education, while Judgment Skills did not, which confirmed the conceptual difference of these skills. The findings propose a model for conducting research that does embrace the broader conceptualization of health literacy.

  5. On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study.

    PubMed

    Talcott, Joel B; Witton, Caroline; Hebb, Gillian S; Stoodley, Catherine J; Westwood, Elizabeth A; France, Susan J; Hansen, Peter C; Stein, John F

    2002-01-01

    Three hundred and fifty randomly selected primary school children completed a psychometric and psychophysical test battery to ascertain relationships between reading ability and sensitivity to dynamic visual and auditory stimuli. The first analysis examined whether sensitivity to visual coherent motion and auditory frequency resolution differed between groups of children with different literacy and cognitive skills. For both tasks, a main effect of literacy group was found in the absence of a main effect for intelligence or an interaction between these factors. To assess the potential confounding effects of attention, a second analysis of the frequency discrimination data was conducted with performance on catch trials entered as a covariate. Significant effects for both the covariate and literacy skill was found, but again there was no main effect of intelligence, nor was there an interaction between intelligence and literacy skill. Regression analyses were conducted to determine the magnitude of the relationship between sensory and literacy skills in the entire sample. Both visual motion sensitivity and auditory sensitivity to frequency differences were robust predictors of children's literacy skills and their orthographic and phonological skills.

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

    ERIC Educational Resources Information Center

    Okebukola, Foluso

    2012-01-01

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

  7. Literacy skills of Australian Indigenous school children with and without otitis media and hearing loss.

    PubMed

    Timms, Lydia; Williams, Cori; Stokes, Stephanie F; Kane, Robert

    2014-06-01

    This study examined the relationship between reading, spelling, and the presence of otitis media (OM) and co-occurring hearing loss (HL) in metropolitan Indigenous Australian children, and compared their reading and spelling outcomes with those of their non-Indigenous peers. OM and HL may hinder language development and phonological awareness skills, but there is little empirical evidence to link OM/HL and literacy in this population. Eighty-six Indigenous and non-Indigenous children attending pre-primary, year one and year two at primary schools in the Perth metropolitan area participated in the study. The ear health of the participants was screened by Telethon Speech and Hearing Centre EarBus in 2011/2012. Participants' reading and spelling skills were tested with culturally modified sub-tests of the Queensland University Inventory of Literacy. Of the 46 Indigenous children, 18 presented with at least one episode of OM and one episode of HL. Results indicated that Indigenous participants had significantly poorer non-word and real word reading and spelling skills than their non-Indigenous peers. There was no significant difference between the groups of Indigenous participants with OM and HL and those with normal ear health on either measure. This research provides evidence to suggest that Indigenous children have ongoing literacy development difficulties and discusses the possibility of OM as one of many impacting factors.

  8. Investigation of functional literacy and job-skills used in clerical workplace settings

    NASA Astrophysics Data System (ADS)

    Stojkovic, Lidia; Cumming, Joy

    1995-11-01

    This paper presents the findings of a study on the functional literacy and job-skills used by clerical workers in a variety of work situations. The study focused on the employees' own perceptions of their tasks. The results revealed three main requirements for successful performance of clerical work: (1) the possession of requisite knowledge and the ability to apply it; (2) thinking skills; (3) the ability to manage oneself and others. None of these capacities was sufficient on its own. The authors argue that the study has important implications for vocational education and training and for easing the transition from school to work.

  9. Teaching Information Literacy and Scientific Process Skills: An Integrated Approach.

    ERIC Educational Resources Information Center

    Souchek, Russell; Meier, Marjorie

    1997-01-01

    Describes an online searching and scientific process component taught as part of the laboratory for a general zoology course. The activities were designed to be gradually more challenging, culminating in a student-developed final research project. Student evaluations were positive, and faculty indicated that student research skills transferred to…

  10. Prosodic Awareness Skills and Literacy Acquisition in Spanish

    ERIC Educational Resources Information Center

    Defior, Sylvia; Gutierrez-Palma, Nicolas; Cano-Marin, Maria Jose

    2012-01-01

    There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and…

  11. Library Centers: Teaching Information Literacy, Skills, and Processes: K-6.

    ERIC Educational Resources Information Center

    Sykes, Judith A.

    Using the centers approach to resource-based learning, this book incorporates important information skill-building into a variety of exciting learning opportunities across the curriculum. It provides an ongoing library center program through a series of mini-lessons that cover topics ranging from author exploration and natural resources to rockets…

  12. Promoting Global Literacy Skills through Technology- Infused Teaching and Learning

    ERIC Educational Resources Information Center

    Keengwe, Jared, Ed.; Mbae, Justus G., Ed.; Ngigi, Simon K., Ed.

    2015-01-01

    The increasing internationalization of today's classrooms calls for learning institutions to prepare students for success in an interdependent and technologically-advanced world. Faculty who are competent in multiple 21st century skills are best equipped to engage students in curricula that are relevant, transformative, and engaging across content…

  13. Iowa Extension Program: Increasing Literacy Skills for Hispanic Families

    ERIC Educational Resources Information Center

    Crooks, Mary J.

    2005-01-01

    The population of Spanish-speaking families in Iowa has increased dramatically over the last decade. Needs assessment activities identified the need to reach out to these families with Extension educational programs designed to increase parenting skills. Iowa State University Extension prepared family life specialists to implement such parent…

  14. Computer Speech Devices for Adult Literacy Skills. Final Report.

    ERIC Educational Resources Information Center

    Saint Paul Technology for Literacy Center, MN.

    A project titled "Word of Mouth" was conducted to develop and evaluate model computer courseware to teach word attack skills to adult basic education students. The project was based on the use of multiple strategies to figure out unknown words, the importance of breaking down multisyllabic words, and the necessity of the use of audio in…

  15. Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

    ERIC Educational Resources Information Center

    Radeloff, Cheryl L.; Bergman, Barbara J.

    2009-01-01

    Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

  16. Enhancing Thinking Skills in Early Childhood

    ERIC Educational Resources Information Center

    Aubrey, Carol; Ghent, Kathryn; Kanira, Eleni

    2012-01-01

    A case study approach was adopted to investigate two thinking skills programmes for a maximum variation sample of five- to six-year-olds in four schools, in two local authorities (LAs), in England and Wales, using multiple methods. School staff interviewed felt that thinking skills programmes enhanced critical thinking skills and improved use of…

  17. Early Identification of Skill Needs in Europe. CEDEFOP Reference Series.

    ERIC Educational Resources Information Center

    Schmidt, Susanne Liane, Ed.; Schomann, Klaus, Ed.; Tessaring, Manfred, Ed.

    This document contains the following papers: "Early Recognition of Skill Needs in Europe: European Conference, Berlin, 30/31 May 2002" (Susanne Liane Schmidt, Klaus Schomann, Manfred Tessaring); "Welcome and Opening of the European Conference 'Early Recognition of Skill Needs in Europe,' 30 May 2002, Social Sciences Research Center…

  18. Toward a Better Understanding of Patient Health Literacy: A Focus on the Skills Patients Need to Find Health Information.

    PubMed

    Champlin, Sara; Mackert, Michael; Glowacki, Elizabeth M; Donovan, Erin E

    2016-05-12

    While many health literacy assessments exist, this area of research lacks an instrument that isolates and reflects the four components driving this concept (abilities to find, understand, use, and communicate about health information). The purpose of this study was to determine what abilities comprise the first component, how a patient finds health information. Low (n = 13) and adequate (n = 14) health literacy patients, and health professionals (n = 10) described their experiences when looking for health information and the skills they employed to complete these tasks. Major skills/themes elicited included knowing when to search, credibility assessments, finding text and numerical information, interpersonal seeking, technology and online search, and spatial navigation. Findings from this study suggest that each of the dimensions included in the definition of health literacy warrants specific attention and assessment. Given identification of the skills comprising each dimension, interventions targeting deficits across health literacy dimensions could be developed to improve patient health.

  19. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  20. Read-Aloud Parent Clubs: Equipping Parents to Support Emergent Literacy.

    ERIC Educational Resources Information Center

    Friedberg, Joan Brest; Segel, Elizabeth

    1997-01-01

    Describes an early intervention literacy program which brings books, children, and parents together in Pittsburgh, Pennsylvania. States that it provides low-income parents with the information, skills, and encouragement needed to promote the literacy development of their children. (PA)

  1. The Interplay between Literacy and Relationships in Early Childhood Settings

    ERIC Educational Resources Information Center

    Ostrosky, Michaelene M.; Gaffney, Janet S.; Thomas, Dawn V.

    2006-01-01

    A key to supporting a child's emerging literacy is building relationships with adults and peers through interactions around literacy activities. The development of sustained relationships with adults who engage a child in authentic conversations increases the opportunities for the child to build literacy connections. Robust relationships with…

  2. A Delphi Study to Identify Components of a New Model for Teaching and Learning 21st Century Literacy Skills

    ERIC Educational Resources Information Center

    Geiselhofer, Melissa Ann

    2010-01-01

    Reading online texts requires additional and more complex skills than those required for print based reading. The problem addressed in this study was the paucity of research regarding the definition, framework, and theoretical perspective underpinning the changing paradigm of 21st century literacy skills, The purpose of the study was to develop a…

  3. Orthographic Skills Important to Chinese Literacy Development: The Role of Radical Representation and Orthographic Memory of Radicals

    ERIC Educational Resources Information Center

    Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

    2016-01-01

    A 3-year longitudinal study among 239 Chinese students in Grades 2-4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading…

  4. Colleges of Education Librarians in Nigeria: An Investigation into the Self-Perception of ICT-Related Information Literacy Skills

    ERIC Educational Resources Information Center

    Baro, Ebikabowei Emmanuel; Eze, Monica Eberechukwu

    2015-01-01

    The authors of this paper investigated the level of information communication technology-related (ICT) information literacy (IL) skills of librarians in Nigerian Colleges of Education (COE) in order to discover the challenges they face in acquiring these skills. A descriptive survey method was adopted using a questionnaire. Study participants…

  5. To Tell a Morphologically Complex Tale: Investigating the Story-Telling Abilities of Children and Adults with Low Literacy Skills

    ERIC Educational Resources Information Center

    Binder, Katherine S.; Magnus, Brooke; Lee, Cheryl; Gilbert Cote, Nicole

    2015-01-01

    This study examined differences between adults with low literacy skills and typically achieving children, who were matched on decoding ability, on their production of morphologically complex words (MC) in oral and written stories. In addition, we collected data on their morphological awareness, spelling, and vocabulary skills. Both adults and…

  6. Literacy, Numeracy and Problem Solving in Technology-Rich Environments: Framework for the OECD Survey of Adult Skills

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2012

    2012-01-01

    A basic level of literacy and numeracy is essential for full participation in modern societies. While very few people in most of the advanced countries could be regarded as illiterate or innumerate, recent studies have shown that there are, in fact, significant numbers of people with poor skills, and that low levels of skills are associated with…

  7. Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

    ERIC Educational Resources Information Center

    Jones, Mary Lou Baker; Seybold, Paul G.

    2016-01-01

    The widely acknowledged need to include chemical information competencies and communication skills in the undergraduate chemistry curriculum can be accommodated in a variety of ways. We describe a team-taught, semester-length course at Wright State University which combines chemical information literacy, written and oral communication skills,…

  8. What really matters in the early literacy development of deaf children.

    PubMed

    Mayer, Connie

    2007-01-01

    With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities. Using written language examples from both deaf and hearing children and drawing on the developmental models of E. Ferreiro (1990) and D. Olson (1994), the discussion focuses on the ways in which deaf children draw apart from hearing children in the third stage of early literacy development, in the critical move from emergent to conventional literacy. Reasons for, and the significance of, this deviation are explored, with an eye to proposing implications for pedagogy and research, as we reconsider what really matters in the early literacy development of deaf children.

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  10. The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

    ERIC Educational Resources Information Center

    Costa, Leandro Oliveira; Carnoy, Martin

    2015-01-01

    Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Moulder, M. Amanda

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    1998-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

    PubMed Central

    Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the

  17. The Development of Children's Early Memory Skills

    ERIC Educational Resources Information Center

    Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

    2011-01-01

    A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied…

  18. Developmental Trajectories of Early Communication Skills

    ERIC Educational Resources Information Center

    Maatta, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

    2012-01-01

    Purpose: This study focused on developmental trajectories of prelinguistic communication skills and their connections to later parent-reported language difficulties. Method: The participants represent a subset of a community-based sample of 508 children. Data include parent reports of prelinguistic communication skills at 12, 15, 18, and 21 months…

  19. Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: a follow-up study of reading achievement from kindergarten to fifth grade.

    PubMed

    Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

    2013-03-01

    This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school.

  20. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.

    PubMed

    Weiland, Christina; Yoshikawa, Hirokazu

    2013-01-01

    Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways.

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

    ERIC Educational Resources Information Center

    Tang, Alice

    2015-01-01

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

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

    PubMed Central

    Knoche, Lisa L.; Kupzyk, Kevin A.; Edwards, Carolyn Pope; Marvin, Christine A.

    2011-01-01

    Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children’s language use (d = 1.11), reading (d = 1.25), and writing skills (d = .93). Significant intervention effects on children’s direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child’s development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment’s effects. PMID:21640249

  3. A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention.

    PubMed

    Sheridan, Susan M; Knoche, Lisa L; Kupzyk, Kevin A; Edwards, Carolyn Pope; Marvin, Christine A

    2011-06-01

    Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects.

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

    PubMed

    Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Yousefi, Mahmood

    2016-12-01

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

  5. Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills

    NASA Astrophysics Data System (ADS)

    García Fernández, Beatriz; Ruiz-Gallardo, José Reyes

    2017-04-01

    Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections. The results show that they have very limited skills in producing these graphics judging by the dimensions (scale, shape, organs represented and its organization inside the section) and their conception of human anatomy at thoracic level (location of the organs, elements in the spaces between them and connections between organs). The results also indicate that the only exposure to cross-sections in daily life is not enough by itself to draw them correctly, so this type of graphic production should be addressed from the earliest stages of education, since it contributes to the development of visual literacy, and this is a crucial skill when it comes to learning science concepts and developing scientific literacy.

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

    PubMed Central

    2016-01-01

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

  7. Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills

    NASA Astrophysics Data System (ADS)

    García Fernández, Beatriz; Ruiz-Gallardo, José Reyes

    2016-11-01

    Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections. The results show that they have very limited skills in producing these graphics judging by the dimensions (scale, shape, organs represented and its organization inside the section) and their conception of human anatomy at thoracic level (location of the organs, elements in the spaces between them and connections between organs). The results also indicate that the only exposure to cross-sections in daily life is not enough by itself to draw them correctly, so this type of graphic production should be addressed from the earliest stages of education, since it contributes to the development of visual literacy, and this is a crucial skill when it comes to learning science concepts and developing scientific literacy.

  8. Longitudinal Relations Between Parental Writing Support and Preschoolers’ Language and Literacy Skills

    PubMed Central

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

    2013-01-01

    Parental writing support was examined over time and in relation to children’s language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents’ graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children’s decoding skills, and graphophonemic support also predicted children’s future phonological awareness. Neither type of support predicted children’s vocabulary scores. Demand for precision occurred infrequently and was unrelated to children’s outcomes. Findings demonstrate the importance of parental writing support for augmenting children’s literacy skills. PMID:25045186

  9. Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?

    ERIC Educational Resources Information Center

    Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill

    2014-01-01

    This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…

  10. Promoting Language and Literacy Skills in Children with Down Syndrome. FPG Snapshot #60

    ERIC Educational Resources Information Center

    FPG Child Development Institute, 2010

    2010-01-01

    Most young children begin developing language skills at a rapid pace, early in their lives. Children with Down syndrome, the most common known genetic cause of intellectual disability, typically experience delays in language development that persist as they grow older. Parents and teachers can naturally reinforce the language skills of a child…

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

    ERIC Educational Resources Information Center

    Noto, Lee

    2005-01-01

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

  12. Phonemic awareness and early spelling skills in urban Australian Aboriginal and non-Aboriginal children.

    PubMed

    Williams, Corinne J; Masterson, Julie J

    2010-12-01

    This study investigated the phonological awareness and early spelling skills of 10 Australian Aboriginal and 10 non-Aboriginal children in their first year of schooling at urban schools. Phonological awareness was assessed using a standardized test (the Queensland University Inventory of Literacy), and children completed a standard spelling task that required them to generate spelling attempts in response to 12 line drawings of familiar animals. Spelling was analysed using the Spelling Scoring Sensitivity procedure. All children performed within the normal range for scores on the QUIL. However, as a group, Aboriginal children performed more poorly than their non-Aboriginal peers. Statistically significant differences were found on the subtests non-word spelling, non-word reading, and phoneme segmentation. Both formal scoring and informal observations were used to examine the spelling skills of participants. Possible explanations of the differences between groups are discussed in terms of health and cultural factors, and implications for the education of Aboriginal children are suggested.

  13. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum.

    PubMed

    Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

    2015-01-01

    Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training.

  14. Correlates of Early Reading Comprehension Skills: A Componential Analysis

    ERIC Educational Resources Information Center

    Babayigit, Selma; Stainthorp, Rhona

    2014-01-01

    This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

  15. Enhancing health policymakers' information literacy knowledge and skill for policymaking on control of infectious diseases of poverty in Nigeria

    PubMed Central

    Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

    2015-01-01

    Background In Nigeria, one of the major challenges associated with evidence-to-policy link in the control of infectious diseases of poverty (IDP), is deficient information literacy knowledge and skill among policymakers. There is need for policymakers to acquire the skill to discover relevant information, accurately evaluate retrieved information and to apply it correctly. Objectives To use information literacy tool of International Network for Availability of Scientific Publications (INASP) to enhance policymakers' knowledge and skill for policymaking on control of IDP in Nigeria. Methods Modified "before and after" intervention study design was used in which outcomes were measured on target participants both before the intervention is implemented and after. This study was conducted in Ebonyi State, south-eastern Nigeria and participants were career health policy makers. A two-day health-policy information literacy training workshop was organized to enhance participants" information literacy capacity. Topics covered included: introduction to information literacy; defining information problem; searching for information online; evaluating information; science information; knowledge sharing interviews; and training skills. Results A total of 52 policymakers attended the workshop. The pre-workshop mean rating (MNR) of knowledge and capacity for information literacy ranged from 2.15-2.97, while the post-workshop MNR ranged from 3.34-3.64 on 4-point scale. The percentage increase in MNR of knowledge and capacity at the end of the workshop ranged from 22.6%-55.3%. Conclusion The results of this study suggest that through information literacy training workshop policy makers can acquire the knowledge and skill to identify, capture and share the right kind of information in the right contexts to influence relevant action or a policy decision. PMID:26284149

  16. The potential of community libraries in supporting literate environments and sustaining literacy skills

    NASA Astrophysics Data System (ADS)

    Shrestha, Sanjana; Krolak, Lisa

    2015-06-01

    This article shows how community libraries can create and support literate environments, which are essential for building and sustaining literacy skills in local communities. The paper begins with a subject analysis reviewing available background materials and literature on the topic. Next, relevant issues are considered based on experiences and impact evaluations from specific community libraries, namely Nepal's Rural Education and Development (READ) Centres. The findings indicate that since their foundation in 1991, READ Centres have evolved from traditional libraries to effective community development centres with a strong focus on social empowerment, economic development and lifelong learning, based on a library concept which is needs-based, community-owned and sustainable.

  17. Foundations for literacy: emergent literacy competencies of grade R learners on the Cape Flats.

    PubMed

    Willenberg, Ingrid

    2007-01-01

    International research has demonstrated that a considerable amount of children's literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children's literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children's performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

  18. Does Whole-Word Multimedia Software Support Literacy Acquisition?

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  19. Guiding Children's Invented Spellings: A Gateway into Literacy Learning

    ERIC Educational Resources Information Center

    Ouellette, Gene; Senechal, Monique; Haley, Allyson

    2013-01-01

    This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a…

  20. Contextual explanations for numeracy and literacy skill disparities between native and foreign-born adults in western countries

    PubMed Central

    Jencks, Christopher

    2017-01-01

    Using new direct measures of numeracy and literacy skills among 85,875 adults in 17 Western countries, we find that foreign-born adults have lower mean skills than native-born adults of the same age (16 to 64) in all of the examined countries. The gaps are small, and vary substantially between countries. Multilevel models reveal that immigrant populations’ demographic and socioeconomic characteristics, employment, and language proficiency explain about half of the cross-national variance of numeracy and literacy skills gaps. Differences in origin countries’ average education level also account for variation in the size of the immigrant-native skills gap. The more protective labor markets in immigrant-receiving countries are, the less well immigrants are skilled in numeracy and literacy compared to natives. For those who migrate before their teens (the 1.5 generation), access to an education system that accommodates migrants’ special needs is crucial. The 1 and 1.5 generation have smaller numeracy and literacy skills gaps in more ethnically diverse societies. PMID:28301541

  1. Family Literacy.

    ERIC Educational Resources Information Center

    Altoona Area Public Library, PA.

    In light of research confirming the important effects of parents' literacy skills on their children's eventual acquisition of literacy skills, a project was undertaken in the Altoona Area School District in Blair County, Pennsylvania, to provide basic literacy training to a group of Head Start parents who were unable to read and who were not…

  2. "Literacy Lift-Off": An Experimental Evaluation of a Reading Recovery Programme on Literacy Skills and Reading Self-Concept

    ERIC Educational Resources Information Center

    Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán

    2015-01-01

    Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…

  3. Auditory processing and speech perception in children with specific language impairment: relations with oral language and literacy skills.

    PubMed

    Vandewalle, Ellen; Boets, Bart; Ghesquière, Pol; Zink, Inge

    2012-01-01

    This longitudinal study investigated temporal auditory processing (frequency modulation and between-channel gap detection) and speech perception (speech-in-noise and categorical perception) in three groups of 6 years 3 months to 6 years 8 months-old children attending grade 1: (1) children with specific language impairment (SLI) and literacy delay (n = 8), (2) children with SLI and normal literacy (n = 10) and (3) typically developing children (n = 14). Moreover, the relations between these auditory processing and speech perception skills and oral language and literacy skills in grade 1 and grade 3 were analyzed. The SLI group with literacy delay scored significantly lower than both other groups on speech perception, but not on temporal auditory processing. Both normal reading groups did not differ in terms of speech perception or auditory processing. Speech perception was significantly related to reading and spelling in grades 1 and 3 and had a unique predictive contribution to reading growth in grade 3, even after controlling reading level, phonological ability, auditory processing and oral language skills in grade 1. These findings indicated that speech perception also had a unique direct impact upon reading development and not only through its relation with phonological awareness. Moreover, speech perception seemed to be more associated with the development of literacy skills and less with oral language ability.

  4. Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills.

    PubMed

    Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane

    2012-11-01

    There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics.

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

    ERIC Educational Resources Information Center

    Steiner, Lilly M.

    2014-01-01

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

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

    PubMed

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

    2017-04-01

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

  7. Specific Early Number Skills Mediate the Association between Executive Functioning Skills and Mathematics Achievement

    ERIC Educational Resources Information Center

    Fuhs, Mary Wagner; Hornburg, Caroline Byrd; McNeil, Nicole M.

    2016-01-01

    A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate…

  8. Parents as Early Partners in the Literacy Process.

    ERIC Educational Resources Information Center

    Powell, Jim

    This paper presents national survey results on the role of parents in the emerging literacy of preschool children, and outlines the Strengths Model for Learning in young children. According to data from the 1993 National Household Education Survey (NHES), the percentage of children displaying signs of emerging literacy and small motor skills…

  9. Facilitating Language and Literacy Development in Preschool Children: To Each According to Their Needs.

    ERIC Educational Resources Information Center

    Notari-Syverson, Angela; And Others

    In American culture, although literacy is an integral part of daily life, little is known about the development of teaching of early literacy skills to young children with disabilities. This study examined the effects of a comprehensive early literacy curriculum designed for use with preschool children, focusing primarily on children with…

  10. Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

    ERIC Educational Resources Information Center

    Stauffer, Mary

    2008-01-01

    This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

  11. The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

    PubMed

    Milner-Bolotin, Marina; Nashon, Samson Madera

    2012-02-01

    Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

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

    ERIC Educational Resources Information Center

    MacKay, Leslie D.; McIntosh, Kent

    2012-01-01

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

  13. Validation and Decision Accuracy of Early Numeracy Skill Indicators

    ERIC Educational Resources Information Center

    Methe, Scott A.; Hintze, John M.; Floyd, Randy G.

    2008-01-01

    The purpose of this study was to develop short-duration assessment measures hypothesized to be valid samples of early mathematical behavior. The Early Numeracy Skill Indicators were designed using a curriculum-based assessment approach. Participants included 64 kindergarten children from a school district in the rural Northeast. Design components…

  14. Teaching Practices that Promote Motor Skills in Early Childhood Settings

    ERIC Educational Resources Information Center

    Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

    2012-01-01

    Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

  15. Early Boost and Slow Consolidation in Motor Skill Learning

    ERIC Educational Resources Information Center

    Hotermans, Christophe; Peigneux, Philippe; de Noordhout, Alain Maertens; Moonen, Gustave; Maquet, Pierre

    2006-01-01

    Motor skill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as…

  16. The Language Skills and Concepts of Early and Nonearly Readers.

    ERIC Educational Resources Information Center

    Huba, M. E.; Ramisetty-Mikler, S.

    1995-01-01

    This study compared 56 early and nonearly readers (matched individually on sex, age, and preschool and kindergarten attended) in terms of their language concepts and skills, as well as their reading achievement, in kindergarten through second grade. The early readers were found superior to nonearly readers on preschool measures of general language…

  17. Statistical Learning Is Related to Early Literacy-Related Skills

    ERIC Educational Resources Information Center

    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…

  18. Cognitive and Environmental Predictors of Early Literacy Skills

    ERIC Educational Resources Information Center

    Davidse, Neeltje J.; de Jong , Maria T.; Bus, Adriana G.; Huijbregts, Stephan C. J.; Swaab, Hanna

    2011-01-01

    Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home…

  19. Longitudinal Twin Study of Early Literacy Development: Preschool through Grade 1

    ERIC Educational Resources Information Center

    Byrne, Brian; Samuelsson, Stefan; Wadsworth, Sally; Hulslander, Jacqueline; Corley, Robin; DeFries, John C.; Quain, Peter; Willcutt, Erik G.; Olson, Richard K.

    2007-01-01

    Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic…

  20. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

    PubMed Central

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

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains. PMID:24204096