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

PubMed

Terrell, Pamela; Watson, Maggie

2018-04-05

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

Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

ERIC Educational Resources Information Center

Lu, Chan; Koda, Keiko

2011-01-01

Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of…

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…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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…

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…

Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy

ERIC Educational Resources Information Center

Hutchison, Amy; Nadolny, Larysa; Estapa, Anne

2016-01-01

In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English…

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

PubMed

Fricke, Jonathan; Navsaria, Dipesh; Mahony, Karin

2016-12-01

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

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

ERIC Educational Resources Information Center

Mooney, Kathleen C.

2009-01-01

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

The Value of Early Literacy and Parental Involvement.

ERIC Educational Resources Information Center

Ryan, Sheri Ann

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

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.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Digital, Hybrid, and Multilingual Literacies in Early Childhood

ERIC Educational Resources Information Center

Razfar, Aria; Yang, Eunah

2010-01-01

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

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

ERIC Educational Resources Information Center

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

1999-01-01

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

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…

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…

Early Literacy Instruction and Intervention

PubMed Central

Al Otaiba, Stephanie; Foorman, Barbara

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

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

PubMed

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

2014-01-01

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

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…

Variations of Maternal Support to Children's Early Literacy Development in Chinese and American Indian Families: Implications for Early Childhood Educators.

ERIC Educational Resources Information Center

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

2002-01-01

Examined how Chinese and American Indian mothers (20 mother-child dyads from each culture) supported their young children's emergent literacy development during everyday interactions. Found that Chinese mothers tended to privilege print-based literacy interactions more than American Indian mothers. American Indian mothers tended to privilege…

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

ERIC Educational Resources Information Center

Clasen, Line Engel; Jensen de López, Kristine

2017-01-01

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

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

ERIC Educational Resources Information Center

Larson, Joanne

2006-01-01

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

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

ERIC Educational Resources Information Center

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

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

The 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…

Starting Strong: Evidence-­Based Early Literacy Practices

ERIC Educational Resources Information Center

Blamey, Katrin; Beauchat, Katherine

2016-01-01

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

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

ERIC Educational Resources Information Center

Brown, P. Margaret; Watson, Linda M.

2017-01-01

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

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

PubMed Central

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Promoting Early Literacy for Diverse Learners Using Audio and Video Technology

ERIC Educational Resources Information Center

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

2007-01-01

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

Explaining Common Variance Shared by Early Numeracy and Literacy

ERIC Educational Resources Information Center

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

2014-01-01

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

Modeling the Relationship between Prosodic Sensitivity and Early Literacy

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Shanahan, Timothy; Lonigan, Christopher J.

2010-01-01

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

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

ERIC Educational Resources Information Center

Roskos, Kathleen

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

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…

Promoting School and Life Success through Early Childhood Family Literacy

ERIC Educational Resources Information Center

Swick, Kevin J.

2009-01-01

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

Early Literacy and Very Young Children

ERIC Educational Resources Information Center

Parlakian, Rebecca

2004-01-01

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

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

ERIC Educational Resources Information Center

Haak, Jill; Downer, Jason; Reeve, Ronald

2012-01-01

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

Using Music to Support the Literacy Development of Young English Language Learners

ERIC Educational Resources Information Center

Paquette, Kelli R.; Rieg, Sue A.

2008-01-01

Integrating experiences with music in the early childhood classroom supports English language learners' literacy development (Peregoy and Boyle, "Reading, writing, and learning in ESL." Pearson, Boston, 2008; Saricoban and Metin, "Songs, verse and games for teaching grammar." Internet "TESL J," 2000). This article describes the benefits of…

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

PubMed

Ogg, Julia; Volpe, Robert; Rogers, Maria

2016-12-01

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

Literacies in Early Childhood: Changing Views Challenging Practice.

ERIC Educational Resources Information Center

Makin, Laurie; Diaz, Criss Jones

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

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Roskos, Kathleen; Brueck, Jeremy; Widman, Sarah

2009-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Using Technology To Enhance Early Literacy through Play.

ERIC Educational Resources Information Center

Liang, Poh-Hwa; Johnson, James

1999-01-01

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

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

PubMed

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

2016-10-01

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

Critical Lessons from the Transactional Perspective on Early Literacy Research

ERIC Educational Resources Information Center

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

2004-01-01

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

Seven Elements Important to Successful Implementation of Early Literacy Intervention

ERIC Educational Resources Information Center

Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

2016-01-01

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

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…

"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…

Added Value of Early Literacy Screening in Preschool Children.

PubMed

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

2017-09-01

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

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

ERIC Educational Resources Information Center

Neuman, Susan B.

2010-01-01

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

Health Literacy: Cancer Prevention Strategies for Early Adults.

PubMed

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

2017-09-01

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

Health Literacy, Social Support, and Health Status among Older Adults

ERIC Educational Resources Information Center

Lee, Shoou-Yih D.; Arozullah, Ahsan M.; Cho, Young Ik; Crittenden, Kathleen; Vicencio, Daniel

2009-01-01

The study examines whether social support interacts with health literacy in affecting the health status of older adults. Health literacy is assessed using the short version of the Test of Functional Health Literacy in Adults. Social support is measured with the Medical Outcome Study social support scale. Results show, unexpectedly, that rather…

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…

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

ERIC Educational Resources Information Center

Yalçintas Sezgin, Elif; Ulus, Leyla

2017-01-01

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

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

ERIC Educational Resources Information Center

Bruns, Deborah A.; Pierce, Corey D.

2007-01-01

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

Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

ERIC Educational Resources Information Center

Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

2017-01-01

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

Supporting students in developing literacy in science.

PubMed

Krajcik, Joseph S; Sutherland, LeeAnn M

2010-04-23

Reading, writing, and oral communication are critical literacy practices for participation in a global society. In the context of science inquiry, literacy practices support learners by enabling them to grapple with ideas, share their thoughts, enrich understanding, and solve problems. Here we suggest five instructional and curricular features that can support students in developing literacy in the context of science: (i) linking new ideas to prior knowledge and experiences, (ii) anchoring learning in questions that are meaningful in the lives of students, (iii) connecting multiple representations, (iv) providing opportunities for students to use science ideas, and (v) supporting students' engagement with the discourses of science. These five features will promote students' ability to read, write, and communicate about science so that they can engage in inquiry throughout their lives.

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

PubMed

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

2015-01-01

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

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.

Getting Started: Preparation for the Teaching Programme. Additional Literacy Support. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England).

This Getting Started guide contains material presented at a two-day Additional Literacy Support (ALS) training course in the summer of 1999. ALS is designed to help pupils in Key Stage 2 who have already fallen behind in literacy, but who would not otherwise receive any additional support in this area. Each module includes a practical, high…

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

ERIC Educational Resources Information Center

Reutzel, D. Ray

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Bus, A. G.; Out, D.

2009-01-01

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

Addressing Inadequacies of the Observation Survey of Early Literacy Achievement

ERIC Educational Resources Information Center

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

2018-01-01

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

Signatures and Popular Literacy in Early Seventeenth-Century Japan

ERIC Educational Resources Information Center

Rubinger, Richard

2006-01-01

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

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

ERIC Educational Resources Information Center

Cook, Shayna

2016-01-01

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

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

ERIC Educational Resources Information Center

Gischlar, Karen L.; Vesay, Joanne P.

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Thatcher, Karen; Fletcher, Kathryn

2008-01-01

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

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

ERIC Educational Resources Information Center

Barkon, Elisheva; Avinor, Eleanor

1995-01-01

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

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

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

ERIC Educational Resources Information Center

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

1996-01-01

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

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

ERIC Educational Resources Information Center

Nixon, Helen

2011-01-01

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

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…

Examining the Use of Curriculum to Support Early Literacy Instruction: A Multiple Case Study of Head Start Teachers

ERIC Educational Resources Information Center

Mihai, Alina; Butera, Gretchen; Friesen, Amber

2017-01-01

Research Findings: This qualitative study examined how Head Start teachers thought about children's early literacy and how they enacted their thinking in a year-long curriculum reform effort. Data collected included interviews, observations, questionnaires, concept maps, and teachers' reflections on implementation. The results indicated that as…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Islam, Chhanda

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

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

ERIC Educational Resources Information Center

McKenzie, Sophie; Spence, Aaron; Nicholas, Maria

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Grace, Donna J.; Brandt, Mary E.

2005-01-01

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

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

ERIC Educational Resources Information Center

Formby, Susie

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Hardman, Margaret; Jones, Lynn

1999-01-01

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

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

ERIC Educational Resources Information Center

Huisman, Sarah

2012-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

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

1995-01-01

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

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

ERIC Educational Resources Information Center

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

2004-01-01

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

Building Language Throughout the Year: The Preschool Early Literacy Curriculum

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Levitt, Roberta; Red Owl, R. H.

2013-01-01

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

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

ERIC Educational Resources Information Center

King, Caroline

2006-01-01

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

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

PubMed

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

2010-01-01

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

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

PubMed

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

2017-08-01

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

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

PubMed

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

2016-12-30

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Monaghan, E. Jennifer

1991-01-01

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

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

PubMed

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

2016-08-01

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

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

ERIC Educational Resources Information Center

Dynia, Jaclyn M.

2012-01-01

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

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

ERIC Educational Resources Information Center

Mongillo, Maria Boeke

2017-01-01

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

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…

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

PubMed

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

2015-10-01

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

The Effectiveness of Classroom-Based Supplementary Video Presentations in Supporting Emergent Literacy Development in Early Childhood Education

ERIC Educational Resources Information Center

Sadik, Alaa M.; Badr, Khadeja

2012-01-01

This study investigated the impact of supplementary video presentations in supporting young children's emergent literacy development. Videos were produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam,…

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

ERIC Educational Resources Information Center

Wright, Jill

2015-01-01

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

Writing Posthumanism, Qualitative Enquiry and Early Literacy

ERIC Educational Resources Information Center

Bridges-Rhoads, Sarah; Van Cleave, Jessica

2017-01-01

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

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

ERIC Educational Resources Information Center

Iannone-Campbell, Charlene; Lattimore, Susan Lloyd

2011-01-01

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

Early Literacy in Cuba: Lessons for America

ERIC Educational Resources Information Center

Abel, Carolyn Davidson; Abel, Charles Frederick

2017-01-01

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

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

ERIC Educational Resources Information Center

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

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

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…

English Language Learners' Perceptions of Autonomy Support in a Literacy Classroom

ERIC Educational Resources Information Center

Taboada, A.; Kidd, J. K.; Tonks, S. M.

2010-01-01

In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning…

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…

The Next Chapter: Supporting Literacy within ESEA

ERIC Educational Resources Information Center

Haynes, Mariana

2015-01-01

Noting that 60 percent of both fourth and eighth graders currently struggle with reading, this report urges the U.S. Congress to focus on students' literacy development from early childhood through grade twelve as it works to rewrite of the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind Act (NCLB). In…

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

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2011-01-01

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

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

PubMed Central

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

2017-01-01

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

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

PubMed

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Xu, Yaoying; De Arment, Serra

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

PubMed

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

2018-04-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Supporting Adolescent Literacy Achievement. Issue Brief

ERIC Educational Resources Information Center

Berman, Ilene

2009-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

National Literacy Trust Survey in Partnership with Nursery World: Investigating Communication, Language and Literacy Development in the Early Years Sector

ERIC Educational Resources Information Center

Halden, Amanda; Clark, Christina; Lewis, Fiona

2011-01-01

In May 2011 "Nursery World" and the National Literacy Trust launched its language development survey to celebrate Hello; the national year of communication. The National Literacy Trust teamed up with "Nursery World" to carry out research into the sector's support for children's language and literacy development. Two hundred…

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…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Betts, Joseph; Pickart, Mary; Heistad, Dave

2009-01-01

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

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

ERIC Educational Resources Information Center

MacDonald, Colleen; Figueredo, Lauren

2010-01-01

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

Early Development of Graphical Literacy through Knowledge Building

ERIC Educational Resources Information Center

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

2010-01-01

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

Aesthetic Experience and Early Language and Literacy Development

ERIC Educational Resources Information Center

Johnson, Helen L.

2007-01-01

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

Emergent literacy in kindergartners with cochlear implants

PubMed Central

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

2012-01-01

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

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

PubMed

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

2013-04-01

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

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

ERIC Educational Resources Information Center

Wolcott, Willa, Ed.

2011-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

1998-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Building Teachers' Research Literacy: Integrating Practice and Research

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael; Christodoulou, Andri

2017-01-01

Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs' research literacy, through establishing strong collaborative links between universities and…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Vesay, Joanne P.; Gischlar, Karen L.

2013-01-01

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

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

PubMed

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

2014-06-01

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

Data Literacy is Statistical Literacy

ERIC Educational Resources Information Center

Gould, Robert

2017-01-01

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

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

PubMed

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

2018-05-01

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

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

PubMed

Goodrich, J Marc; Lonigan, Christopher J

2017-08-01

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

Electronic Performance Support Systems and Technological Literacy

ERIC Educational Resources Information Center

Maughan, George R.

2005-01-01

Electronic performance support systems (EPSS) can provide alternative learning opportunities to supplement traditional classroom or training strategies. Today's students may benefit from educational settings and strategies that they will use in the future. In using EPSS to nurture the development of technological literacy, workers and students can…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2012-01-01

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

"Handy Manny" and the Emergent Literacy Technology Toolkit

ERIC Educational Resources Information Center

Hourcade, Jack J.; Parette, Howard P., Jr.; Boeckmann, Nichole; Blum, Craig

2010-01-01

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these…

Innovative Approaches to Literacy Education: Using the Internet to Support New Literacies

ERIC Educational Resources Information Center

Karchmer, Rachel A.; Mallette, Marla H.; Kara-Soteriou, Julia; Leu, Donald J. Jr.

2005-01-01

Teachers will discover new instructional ideas and resources for the classroom, new visions for the school and district, and new ways to view their work. This volume combines two powerful perspectives that will help use the Internet to support literacy learning: (1) The stories of exemplary teachers who successfully use the Web in their…

Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms

ERIC Educational Resources Information Center

Siebert, Daniel K.; Draper, Roni Jo; Barney, Daniel; Broomhead, Paul; Grierson, Sirpa; Jensen, Amy P.; Nielson, Jennifer; Nokes, Jeffery D.; Shumway, Steven; Wimmer, Jennifer

2016-01-01

Current reforms in content area education present new challenges for literacy educators. These reforms promote engaging students in the practices of the disciplines--teaching students how to participate in an activity in which disciplinary content is produced. Content area literacy (CAL) instruction that supports only the learning of general…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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…

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…

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

PubMed

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

2015-01-01

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

Training and Supporting the "Volunteers": Revisiting Total Literacy Campaigns in India

ERIC Educational Resources Information Center

Yagi, Rie

2006-01-01

Teacher effectiveness is one of the most important determinants of the success of adult literacy programmes. From the outset of the campaign movement, the National Literacy Mission (NLM) of the Government of India has emphasised the need for a training and support system for campaign personnel, who often have limited education and lack of…

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

ERIC Educational Resources Information Center

Clark, Patricia; Kragler, Sherry

2005-01-01

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

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

PubMed Central

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

2014-01-01

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

The Roles of Social Support and Health Literacy in Self-Management Among Patients With Chronic Kidney Disease.

PubMed

Chen, Yu-Chi; Chang, Li-Chun; Liu, Chieh-Yu; Ho, Ya-Fang; Weng, Shuo-Chun; Tsai, Tzu-I

2018-05-01

To investigate the relationships among social support, health literacy, and self-management, and the factors influencing self-management of chronic kidney disease (CKD). Cross-sectional study. A random sample of 410 patients was recruited from nephrology clinics. Data were collected using structured questionnaires and chart reviews from January 2013 to February 2014. Hierarchical regression analysis was used to determine the predictive factors of self-management behaviors and ∆R 2 to determine each variable's explanatory power. Health literacy and social support were positively correlated with self-management behaviors. Furthermore, social support, health literacy, and marital status were significant predictors of self-management behaviors. Social support had a relatively greater explanatory power for self-management behaviors than did health literacy. Particularly, healthcare provider support had the greatest influence on patients' self-management behaviors. Health literacy and social support play independent positive roles in self-management behaviors of patients with CKD, with social support having a particularly dominant role. Further research using a systems approach to improving self-management behaviors is necessary to clarify the role of social support. Health literacy and social support are independently and positively related to self-management. Social support, which is a system-level factor, is a relatively stronger and crucial predictor than is health literacy. Nurses have to refine self-management programs to focus on families and adopt a systems approach to help CKD patients improve their self-management behaviors. © 2018 Sigma Theta Tau International.

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

PubMed

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

2014-05-01

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

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

ERIC Educational Resources Information Center

Hester, Amy

2012-01-01

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

Building Strong Literacy Foundations, Birth to Three Years

ERIC Educational Resources Information Center

Makin, Laurie

2005-01-01

SHELLS (Support at Home for Early Language and LiteracieS) is a program designed for families with children from birth to three years of age. It has operated in Australia since 1998. Partnerships are at the heart of SHELLS. Parents know their children, their community, and what is culturally appropriate. Facilitators know the community, have…

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…

Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

ERIC Educational Resources Information Center

Di Domenico, Paula M.; Elish-Piper, Laurie; Manderino, Michael; L'Allier, Susan K.

2018-01-01

This study investigated how a high school literacy coach provided coaching to support teachers' understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that…

Teachers' roles in supporting children's literacy development through play.

PubMed

Saracho, Olivia N

2002-04-01

This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

The roles of low literacy and social support in predicting the preventability of hospital admission.

PubMed

Arozullah, Ahsan M; Lee, Shoou-Yih D; Khan, Taha; Kurup, Sindhu; Ryan, Jeffrey; Bonner, Michael; Soltysik, Robert; Yarnold, Paul R

2006-02-01

Prior studies found higher hospitalization rates among patients with low literacy, but did not determine the preventability of these admissions or consider other determinants of hospitalization, such as social support. This study evaluated whether low literacy was a predictor for preventability of hospitalization when considered in the context of social support, sociodemographics, health status, and risk behaviors. A convenience sample of 400 patients, admitted to general medicine wards in a university-affiliated Veterans Affairs hospital between August 1, 2001 and April 1, 2003, completed a face-to-face interview to assess literacy, sociodemographics, social support, health status, and risk behaviors. Two Board-certified Internists independently assessed preventability of hospitalization and determined the primary preventable cause through blinded medical chart reviews. Neither low literacy (literacy (support for medical care (P<.04), < or =3 annual clinic visits (P<.005), and > or =12 people talked to weekly (P<.023). Among nonbinge drinkers with lower social support for medical care, larger social networks were predictive of preventability of hospitalization. Among nonbinge drinkers with higher support for medical care, lower outpatient utilization was predictive of the preventability of hospitalization. While low literacy was not predictive of admission preventability, the formal assessment of alcohol binge drinking, social support for medical care, social network size, and prior outpatient utilization may enhance our ability to predict the preventability of hospitalizations and develop targeted interventions.

"Mommy That's the Exit.": Empowering Homeless Mothers to Support Their Children's Daily Literacy Experiences

ERIC Educational Resources Information Center

Di Santo, Aurelia; Timmons, Kristy; Pelletier, Janette

2016-01-01

The present study examined how a six-week family literacy programme contributed to supporting the efforts 12 mothers living in a residential shelter were making to foster their preschool children's literacy development. We compared pre- and post-programme interviews to explore whether the mothers applied the literacy strategies discussed in the…

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

PubMed

Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret

2005-04-01

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

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…

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

ERIC Educational Resources Information Center

Theodotou, Evgenia

2017-01-01

Literacy as a social practice has a fundamental role in children's lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children's literacy development in the early years settings. However, most of them…

The Influence of Literacy on Patient-Reported Experiences of Diabetes Self-Management Support

PubMed Central

Wallace, Andrea S.; Carlson, John R.; Malone, Robb M.; Joyner, James; DeWalt, Darren A.

2010-01-01

Background Variability in disease-related outcomes may relate to how patients experience self-management support in clinical settings. Objectives To identify factors associated with experiences of self-management support during primary care encounters. Method A cross-sectional survey was conducted of 208 patients seen in a multidisciplinary diabetes program in an academic medicine clinic. Multiple regression analysis was used to test associations between patient-rated experiences of self-management support (Patient Assessment of Chronic Illness Care [PACIC]) and race, gender, insurance status, literacy, duration of diabetes, and intensity of care management. Results The PACIC ratings decreased with age (r = −0.235, p = .001), were higher for women than for men (3.95 vs. 3.65, t = 2.612, p = .010), and were greater for those with more education (F = 3.927, p = .009) and greater literacy skills (t = 3.839, p < .001). The ratings did not vary between racial (t = −1.108, p = .269) or insurance (F = 1.045, p = .374) groups and were unaffected by duration of diabetes (r = 0.052, p = .466) and the intensity of care management (F = 1.028, p = .360). In multivariate models, literacy was the only variable contributing significantly to variation in self-management support ratings. Discussion Even when considering the objective intensity of health services delivered, literacy was the sole variable contributing to differences in patient ratings of self-management support. Although conclusions are limited by the cross-sectional nature of this study, the results emphasize the need to consider literacy when developing and communicating treatment plans requiring self-management skills. PMID:20808193

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Literacy for the New Millennium. Volume 1: Early Literacy

ERIC Educational Resources Information Center

Guzzetti, Barbara J., Ed.

2007-01-01

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

The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846

ERIC Educational Resources Information Center

Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan

2015-01-01

The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida…

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

ERIC Educational Resources Information Center

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

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

A Collaborative Approach to Literacy: Inner-City Preschool Children, Families and the School Community

ERIC Educational Resources Information Center

Streelasky, Jodi

2008-01-01

Makin and Jones Diaz (2002) suggest that young children's early literacy is most strongly supported when early childhood educators, children's families, and the wider community develop shared understandings about literacy--what counts, what is valued and validated, and whose voices are heard and whose voices are silent. Researchers such as Haas…

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…

Family Literacy Programs: Where Have They Come from and Where Are They Going?

ERIC Educational Resources Information Center

Doyle, Antoinette

2012-01-01

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In this paper, the influence of learning theories, the research on children's early literacy development, and…

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

PubMed Central

Notten, Natascha; Becker, Birgit

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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…

Using support vector machines to identify literacy skills: Evidence from eye movements.

PubMed

Lou, Ya; Liu, Yanping; Kaakinen, Johanna K; Li, Xingshan

2017-06-01

Is inferring readers' literacy skills possible by analyzing their eye movements during text reading? This study used Support Vector Machines (SVM) to analyze eye movement data from 61 undergraduate students who read a multiple-paragraph, multiple-topic expository text. Forward fixation time, first-pass rereading time, second-pass fixation time, and regression path reading time on different regions of the text were provided as features. The SVM classification algorithm assisted in distinguishing high-literacy-skilled readers from low-literacy-skilled readers with 80.3 % accuracy. Results demonstrate the effectiveness of combining eye tracking and machine learning techniques to detect readers with low literacy skills, and suggest that such approaches can be potentially used in predicting other cognitive abilities.

Mathematics-Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core

ERIC Educational Resources Information Center

del Prado Hill, Pixita; Friedland, Ellen S.; McMillen, Susan

2016-01-01

This article presents two innovative tools--the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist--which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these…

The Association of Kindergarten Entry Age with Early Literacy Outcomes

ERIC Educational Resources Information Center

Huang, Francis L.; Invernizzi, Marcia A.

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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. © 2016 Health Libraries Group.

Supporting the Literacy Learner: Promising Literacy Strategies in Alberta

ERIC Educational Resources Information Center

Alberta Education, 2008

2008-01-01

Literacy has become much more than just the ability to read: recent literature related to literacy instruction suggests that an essential goal is to develop in students the ability to think deeply about what they read and to express themselves accurately and expressively in all contexts. There is a growing acceptance of the importance of lifelong…

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

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2017-01-01

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

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

ERIC Educational Resources Information Center

Caspe, Margaret; Lopez, M. Elena

2017-01-01

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

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

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners.

PubMed

Ozernov-Palchik, Ola; Wolf, Maryanne; Patel, Aniruddh D

2018-03-01

A growing number of studies report links between nonlinguistic rhythmic abilities and certain linguistic abilities, particularly phonological skills. The current study investigated the relationship between nonlinguistic rhythmic processing, phonological abilities, and early literacy abilities in kindergarteners. A distinctive aspect of the current work was the exploration of whether processing of different types of rhythmic patterns is differentially related to kindergarteners' phonological and reading-related abilities. Specifically, we examined the processing of metrical versus nonmetrical rhythmic patterns, that is, patterns capable of being subdivided into equal temporal intervals or not (Povel & Essens, 1985). This is an important comparison because most music involves metrical sequences, in which rhythm often has an underlying temporal grid of isochronous units. In contrast, nonmetrical sequences are arguably more typical to speech rhythm, which is temporally structured but does not involve an underlying grid of equal temporal units. A rhythm discrimination app with metrical and nonmetrical patterns was administered to 74 kindergarteners in conjunction with cognitive and preliteracy measures. Findings support a relationship among rhythm perception, phonological awareness, and letter-sound knowledge (an essential precursor of reading). A mediation analysis revealed that the association between rhythm perception and letter-sound knowledge is mediated through phonological awareness. Furthermore, metrical perception accounted for unique variance in letter-sound knowledge above all other language and cognitive measures. These results point to a unique role for temporal regularity processing in the association between musical rhythm and literacy in young children. Copyright © 2017 Elsevier Inc. All rights reserved.

Differentiation of Effect Across Systemic Literacy Programs in Rwanda, the Philippines, and Senegal.

PubMed

Christina, Rachel; Vinogradova, Elena

2017-03-01

In this article, we compare three localized applications (in Rwanda, Senegal, and the Philippines) of a literacy approach for resource-lean environments and examine the factors influencing its impact in each context, considering dosage, duration, and environment. In Rwanda, a bilingual early grade literacy initiative implemented in partnership with the ministry of education included literacy standards development, training for early grade teachers, materials development, leadership support, and community-based activities. In the Philippines, a primary grades trilingual curriculum was implemented in close collaboration with the Department of Education to strengthen its literacy component through standards development, teacher and school leader training, materials development, and awareness campaigns. Finally, in Senegal, a program was conducted supporting the YMCA's efforts to improve local educational outcomes by training youth volunteers to mentor students at risk and by engaging families and communities. © 2017 Wiley Periodicals, Inc.

Literacy and Young Children: Research-Based Practices. Solving Problems in the Teaching of Literacy.

ERIC Educational Resources Information Center

Barone, Diane M., Ed.; Morrow, Lesley Mandel, Ed.

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book's essays demonstrate that scientifically grounded instruction need not be dull, drill-oriented, or "one-size-fits-all"--rather, it describes language-rich approaches to…

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

ERIC Educational Resources Information Center

Lam, Elizabeth A.; McMaster, Kristen L.

2014-01-01

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

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…

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

Learning Together: Creating a Community of Practice to Support English Language Learner Literacy

ERIC Educational Resources Information Center

Peercy, Megan Madigan; Martin-Beltran, Melinda; Daniel, Shannon M.

2013-01-01

This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other…

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…

Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

ERIC Educational Resources Information Center

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

2014-01-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

Supporting Digital Literacy across the Curriculum through Blended Support: A Pilot Project Report

ERIC Educational Resources Information Center

Smith, Samara

2014-01-01

This article describes the Collaborative Media Center pilot at SUNY Old Westbury, a digital literacy project with the aim of narrowing the digital divide at the College by embedding digital projects across the curriculum. The article explains how the Center supported students in four linked courses to create digital projects. Assessment data and…

Bridging the Digital Divide in Diabetes: Family Support and Implications for Health Literacy

PubMed Central

Mayberry, Lindsay S.; Kripalani, Sunil; Rothman, Russell L.

2011-01-01

Abstract Background Patient web portals (PWPs) offer patients remote access to their medical record and communication with providers. Adults with health literacy limitations are less likely to access and use health information technology (HIT), including PWPs. In diabetes, PWP use has been associated with patient satisfaction, patient–provider communication, and glycemic control. Methods Using mixed methods, we explored the relationships between health literacy, numeracy, and computer literacy and the usage of a PWP and HIT. Participants (N=61 adults with type 2 diabetes) attended focus groups and completed surveys, including measures of health literacy, numeracy, and computer anxiety (an indicator of computer literacy) and frequency of PWP and HIT use. Results Computer literacy was positively associated with health literacy (r=0.41, P<0.001) and numeracy (r=0.35, P<0.001), but health literacy was not associated with numeracy. Participants with limited health literacy (23%), numeracy (43%), or computer literacy (25%) were no less likely to access PWPs or HIT, but lower health literacy was associated with less frequent use of a computer to research diabetes medications or treatments. In focus groups, participants spontaneously commented on family support when accessing and using PWPs or HIT for diabetes management. Conclusions Participants reported family members facilitated access and usage of HIT, taught them usage skills, and acted as online delegates. Participant statements suggest family members may bridge the HIT “digital divide” in diabetes by helping adults access a PWP or HIT for diabetes management. PMID:21718098

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

ERIC Educational Resources Information Center

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

1999-01-01

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

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…

Supporting Academic Literacies: University Teachers in Collaboration for Change

ERIC Educational Resources Information Center

Bergman, Lotta

2016-01-01

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

Supporting English and Spanish Literacy through a Family Literacy Program

ERIC Educational Resources Information Center

Wessels, Stephanie

2014-01-01

Family literacy studies have shown that the role of parental storybook reading has an impact on children's success in school-based literacy instruction. However, many children who are English language learners come from homes or cultures where storybook readings are not common practice. The purpose of this qualitative research study explored…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Neumann, Michelle M.

2016-01-01

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

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

ERIC Educational Resources Information Center

Abbott, Mary

2011-01-01

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

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

ERIC Educational Resources Information Center

Murris, Karin

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Evidence Does Not Support Clinical Screening of Literacy

PubMed Central

Wolf, Michael S.

2007-01-01

Limited health literacy is a significant risk factor for adverse health outcomes. Despite controversy, many health care professionals have called for routine clinical screening of patients’ literacy skills. Whereas brief literacy screening tools exist that with further evaluation could potentially be used to detect limited literacy in clinical settings, no screening program for limited literacy has been shown to be effective. Yet there is a noted potential for harm, in the form of shame and alienation, which might be induced through clinical screening. There is fair evidence to suggest that possible harm outweighs any current benefits; therefore, clinical screening for literacy should not be recommended at this time. PMID:17992564

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Using Popular Text to Develop Inquiry Projects: Supporting Preservice Teachers' Knowledge of Disciplinary Literacy

ERIC Educational Resources Information Center

Cook, Kristin L.; Dinkins, Elizabeth G.

2015-01-01

Many educators support the idea that science requires a specific set of literacy skills and that all students should be equipped with those skills to become scientifically literate; however, this challenge requires science educators to develop methods to underscore the building of disciplinary literacy. In the presented curriculum for preservice…

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

Expanded Territories of "Literacy": New Literacies and Multiliteracies

ERIC Educational Resources Information Center

Sang, Yuan

2017-01-01

Facing the radical change in society in the 21st century, the conventional view of literacy and literacy education may no longer satisfy students' needs in working and social lives, especially beyond classroom settings. Therefore, expanded territories of literacy have been proposed to better support teachers' and students' literacy education and…

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…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Early Primary Literacy Instruction in Kenya

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Mackiewicz, Sara Moore

2010-01-01

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

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

PubMed Central

Ambrose, Sophie E.; Eisenberg, Laurie S.

2009-01-01

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

Does Mother Tongue Education Support Development of Environmental Literacy in Turkey? An Analysis of Turkish Course Books

ERIC Educational Resources Information Center

Uyar, Yusuf; Ensar, Ferhat

2016-01-01

Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Coats-Kitsopoulos, Gloria Jean

2011-01-01

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

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

ERIC Educational Resources Information Center

Tang, Alice

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Makin, Laurie

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

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

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

ERIC Educational Resources Information Center

Chrisler, Alison; Ling, Thomson

2011-01-01

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

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

ERIC Educational Resources Information Center

Cunningham, Anna J.; Carroll, Julia M.

2011-01-01

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

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

PubMed

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Jalongo, Mary Renck

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

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

ERIC Educational Resources Information Center

Lee-Hammond, Libby; McConney, Andrew

2017-01-01

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

Touch Screen Tablets and Emergent Literacy

ERIC Educational Resources Information Center

Neumann, Michelle M.; Neumann, David L.

2014-01-01

The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers' use of tablet application software and support their educational development in domains such as literacy. This article reviews…

Early Intervention for Reading Difficulties: The Interactive Strategies Approach

ERIC Educational Resources Information Center

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

2010-01-01

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

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…

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

ERIC Educational Resources Information Center

Oakes, Susan; Virbick, Diane E.

2001-01-01

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

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

ERIC Educational Resources Information Center

Martinelli, Victor

2016-01-01

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

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

PubMed

Kirk, Stacie M; Kirk, Erik P

2016-03-01

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

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

PubMed Central

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

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Family Literacy Environment and Early Literacy Development

ERIC Educational Resources Information Center

Kirby, John R.; Hogan, Brenda

2008-01-01

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

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

ERIC Educational Resources Information Center

Ren, Li; Hu, Guangwei

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Venn, Elizabeth Claire; Jahn, Monica Dacy

2004-01-01

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

Suicide literacy predicts the provision of more appropriate support to people experiencing psychological distress.

PubMed

Cruwys, Tegan; An, Soontae; Chang, Melissa Xue-Ling; Lee, Hannah

2018-06-01

Mental health literacy has been hailed as a public health priority to reduce stigma and increase help seeking. We examined the effect of suicide literacy on the type of help provided to those experiencing suicidal ideation. A community sample of 363 Australians were randomly assigned to read one of three messages from a member of their social network (the target). The target reported symptoms consistent with either (1) subclinical distress, (2) clinical depression, or (3) suicidal ideation. Participants were most likely to recommend social support and least likely to recommend professional help. Suicide literacy interacted with the target's presentation, such that participants with higher suicide literacy who considered a suicidal target were less likely to recommend self-help or no action, and more likely to recommend professional help. Suicide literacy was also associated with lower suicide stigma, and unexpectedly, this indirectly predicted more reluctance to recommend professional help. Overall, results indicated that the relationship between mental health literacy, stigma, and provision of help is not straightforward. While suicide literacy was associated with greater sensitivity to a person's risk of suicide, it also predicted fewer recommendations for professional help overall, partly due to the stigma associated with seeking professional help. Copyright © 2018 Elsevier B.V. All rights reserved.

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

ERIC Educational Resources Information Center

Levin, Iris; Aram, Dorit

2013-01-01

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

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

ERIC Educational Resources Information Center

Singh, Michael; Han, Jinghe; Woodrow, Christine

2012-01-01

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

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

ERIC Educational Resources Information Center

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

1999-01-01

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

Supporting the Literacy Development of Children Living in Homeless Shelters

ERIC Educational Resources Information Center

MacGillivray, Laurie; Ardell, Amy Lassiter; Curwen, Margaret Sauceda

2010-01-01

There are approximately 1.5 million children in the United States who go to sleep each night without a home of their own (National Center on Family Homelessness, 2009). In this article, we provide insights into how educators can create greater classroom support, particularly in literacy learning and development, for this population. Drawing from…

SARC Literacy Activities Handbook: Supporting Literacy for People with Intellectual/Developmental Challenges.

ERIC Educational Resources Information Center

Lockert, Richard

This document is intended as a handbook for literacy practitioners working with adults with intellectual and/or developmental disabilities. The handbook is the product of the following activities: extensive research of the literature; discussion and exchange with literacy experts, practitioners, and some learners; and solicitation of input from…

Early literacy experiences constrain L1 and L2 reading procedures

PubMed Central

Bhide, Adeetee

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Phadung, Muneeroh; Suksakulchai, Surachai; Kaewprapan, Wacheerapan

2016-01-01

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who…

Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments: A Multiple-Case Study

ERIC Educational Resources Information Center

McKenzie, Amy R.

2009-01-01

Seven classrooms of students with deaf-blindness or visual and multiple impairments were observed to document the emergent literacy supports that were present, including environmental characteristics, strategies, or activities. The findings revealed that the majority of classrooms used emergent literacy supports that were previously documented for…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Noto, Lee

2005-01-01

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

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

PubMed

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

2015-07-01

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

Developing a Zone of Relevance: Emergent Bilinguals' Use of Social, Linguistic, and Cognitive Support in Peer-Led Literacy Discussions

ERIC Educational Resources Information Center

Martin-Beltrán, Melinda; Daniel, Shannon; Peercy, Megan; Silverman, Rebecca

2017-01-01

This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions.…

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

PubMed Central

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

2016-01-01

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

Predicting Early Spelling: The Contribution of Children's Early Literacy, Private Speech during Spelling, Behavioral Regulation, and Parental Spelling Support

ERIC Educational Resources Information Center

Aram, Dorit; Abiri, Shimrit; Elad, Lili

2014-01-01

The present study aimed to extend understanding of preschoolers' early spelling using the Vygotskian ("Mind in society: the development of higher psychological processes," Cambridge, Harvard University Press, 1978) paradigm of child development. We assessed the contribution of maternal spelling support in predicting children's word…

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

ERIC Educational Resources Information Center

Vinogradov, Patricia Egan

2013-01-01

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

Salvadoran Campesinos/as' Literacy Practices and Perceptions of the Benefits of Literacy: A Longitudinal Study with Former Literacy Participants

ERIC Educational Resources Information Center

Prins, Esther

2010-01-01

This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior…

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

ERIC Educational Resources Information Center

Voogt, Joke; McKenney, Susan

2017-01-01

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

"You're Like Yourself": Multimodal Literacies in a Reading Support Class

ERIC Educational Resources Information Center

Wissman, Kelly; Costello, Sean; Hamilton, Diane

2012-01-01

This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel "The Outsiders" with the software programme Comic Life. In constructing this "telling case", we highlight how traditional…

The Literacy Environment of Preschool Classrooms: Contributions to Children's Emergent Literacy Growth

ERIC Educational Resources Information Center

Guo, Ying; Justice, Laura M.; Kaderavek, Joan N.; McGinty, Anita

2012-01-01

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical…

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…

Beginning Reading and Writing. Language and Literacy Series.

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Klibthong, Sunanta

2012-01-01

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

SARC Supplementary Tutor Handbook: Supporting Literacy for People with Intellectual/Developmental Challenges.

ERIC Educational Resources Information Center

Lockert, Richard

This handbook, which is intended for tutors, disability practitioners, and others working with adults with intellectual/developmental disabilities, contains supplementary materials for and about supporting literacy for people with intellectual/developmental challenges. The handbook is a product of the following activities: extensive research of…

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

PubMed

Piasta, Shayne B; Wagner, Richard K

2010-01-01

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

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

ERIC Educational Resources Information Center

Meier, Daniel R.; Britsch, Susan J.

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

Literacy Trails: A Whole-of-Community Program to Encourage Literacy and Numeracy Awareness for Children in Preschool and Early Primary

ERIC Educational Resources Information Center

Ollerenshaw, Alison

2012-01-01

This article describes the evaluation outcomes of an innovative, community based educational initiative to enhance and promote the awareness of literacy and numeracy in young children in two regional communities in Moorabool Shire, Victoria. With the support of committed educational and community partners (through the Moorabool Best Start…

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…

A multivariate twin study of early literacy in Japanese Kana

PubMed Central

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Giles, Rebecca M.; Tunks, Karyn

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading.

PubMed

Sénéchal, Monique; LeFevre, Jo-Anne

2014-01-01

One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (Mage : T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle-class parents. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Enhancing Literacy Skills through Technology.

ERIC Educational Resources Information Center

Sistek-Chandler, Cynthia

2003-01-01

Discusses how to use technology to enhance literacy skills. Highlights include defining literacy, including information literacy; research to support reading and writing instruction; literacy software; thinking skills; organizational strategies for writing and reading; how technology can individualize literacy instruction; and a new genre of…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

PubMed

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

2018-05-12

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

The role of out-of-school factors in the literacy problem.

PubMed

Waldfogel, Jane

2012-01-01

When U.S. children enter school, their reading skills vary widely by their socioeconomic status, race and ethnicity, and immigrant status. Because these literacy gaps exist before children enter school, observes Jane Waldfogel, the disparities must arise from conditions outside of schools--from the children's families and communities. And the same out-of-school factors may continue to influence reading skills as children progress through school. Waldfogel examines how specific out-of-school factors may contribute to literacy gaps at school entry and to the widening of the gaps for some groups thereafter. Some factors are important across groups. For instance, differences in parenting help explain black-white literacy gaps as well as gaps associated with socioeconomic status. Other factors differ by group. For instance, key influences on early literacy for immigrant children are the language spoken at home, parental proficiency in English, and whether a child participates in preschool. What happens to early gaps in literacy during the school years also varies by group. Reading gaps for Hispanic children tend to close or stabilize after a few years, perhaps because of such out-of-school factors as strong families, less crime, or better peer group attitudes in Hispanic communities. But black-white gaps and gaps between children from socioeconomically disadvantaged and more advantaged families tend to widen during the school years. An important challenge for future research is to understand why that is the case. Waldfogel concludes that addressing early literacy gaps, and later gaps, requires tailoring policy responses depending on which group is being targeted. But across all groups, one important conclusion holds. Although out-of-school factors contribute--sometimes in major ways--to literacy disparities, says Waldfogel, schools have a responsibility to try to close such gaps. Research on the out-of-school sources of literacy problems can support schools in this

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Improving Literacy Instruction in Kenya through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial

ERIC Educational Resources Information Center

Jukes, Matthew C. H.; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J.

2017-01-01

We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students' literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of…

Literacy Achievement Trends at Entry to First Grade

ERIC Educational Resources Information Center

D'Agostino, Jerome V.; Rodgers, Emily

2017-01-01

Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Pamparo, Veronica

2012-01-01

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

Real-World Literacy Activity in Pre-School

ERIC Educational Resources Information Center

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

2012-01-01

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

The Role of Memory in Early Literacy Acquisition.

ERIC Educational Resources Information Center

Stone, Sandra J.

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Extended--and Extending--Literacies

ERIC Educational Resources Information Center

Moje, Elizabeth Birr; Ellison, Tisha Lewis

2016-01-01

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

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…

Are Health Literacy and eHealth Literacy the Same or Different?

PubMed

Monkman, Helen; Kushniruk, Andre W; Barnett, Jeff; Borycki, Elizabeth M; Greiner, Leigh E; Sheets, Debra

2017-01-01

Many researchers assume that there is a relationship between health literacy and eHealth literacy, yet it is not clear whether the literature supports this assumption. The purpose of this study was to determine if there was a relationship between health and eHealth literacy. To this end, participants' (n = 36) scores on the Newest Vital Sign (NVS, a health literacy measure) were correlated with the eHealth Literacy Scale (eHEALS, an eHealth literacy measure). This analysis revealed no relationship (r = -.041, p = .81) between the two variables. This finding suggests that eHealth Literacy and health literacy are dissimilar. Several possible explanations of the pattern of results are proposed. Currently, it does not seem prudent to use the eHEALS as the sole measure of eHealth literacy, but rather researchers should continue to complement it with a validated health literacy screening tool.

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

PubMed

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

2017-09-01

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

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

PubMed

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

2010-01-01

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

Rigor Plus Support: How Science Teachers Use Literacy Techniques to Get Students Ready for College

ERIC Educational Resources Information Center

Bayerl, Katie

2007-01-01

Schoolwide literacy--the teaching of reading, writing, speaking, and thinking practices in all content areas--is generally considered an effective, even necessary, approach to addressing the learning needs of adolescents. In early college high schools, which blend high school and college for students who are underserved in higher education, the…

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

ERIC Educational Resources Information Center

Kirk, Stacie M.; Kirk, Erik P.

2016-01-01

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

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

ERIC Educational Resources Information Center

Weigel, Daniel J.; Martin, Sally S.

2006-01-01

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

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

ERIC Educational Resources Information Center

Pillinger, Claire; Wood, Clare

2014-01-01

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

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

ERIC Educational Resources Information Center

Toussaint, Karen A.; Tiger, Jeffrey H.

2010-01-01

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

Ecological Literacy--Preparing Children for the Twenty-First Century

ERIC Educational Resources Information Center

de Brito Miranda, Ana Célia; Jófili, Zélia; dos Anjos Carneiro-Leão, Ana Maria

2017-01-01

How is it possible to form concepts in early childhood education? This question was the starting point of this study using recreational activities as a tool to support ecological literacy. The research was conducted with children aged 4-5 years in a Brazilian school. Initially, the meanings children attributed to the concept of a "food…

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

ERIC Educational Resources Information Center

Langub, Lee Woodham; Lokey-Vega, Anissa

2017-01-01

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

Crime Scenes and Mystery Players! Using Driving Questions to Support the Development of Statistical Literacy

ERIC Educational Resources Information Center

Leavy, Aisling; Hourigan, Mairead

2016-01-01

We argue that the development of statistical literacy is greatly supported by engaging students in carrying out statistical investigations. We describe the use of driving questions and interesting contexts to motivate two statistical investigations. The PPDAC cycle is use as an organizing framework to support the process statistical investigation.

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

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2011-01-01

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

Factors that Affect Emergent Literacy Development When Engaging with Electronic Books

ERIC Educational Resources Information Center

Salmon, Lynda G.

2014-01-01

This article reviews extant literature with the purpose of identifying factors that affect the potential efficacy of electronic books to support literacy development during early childhood. Selection criteria include experimental, quasi-experimental, and observational studies from peer-reviewed journals from 2000 to 2013 with a target population…

A Tri-part Model for Genetics Literacy: Exploring Undergraduate Student Reasoning About Authentic Genetics Dilemmas

NASA Astrophysics Data System (ADS)

Shea, Nicole A.; Duncan, Ravit Golan; Stephenson, Celeste

2015-08-01

Genetics literacy is becoming increasingly important as advancements in our application of genetic technologies such as stem cell research, cloning, and genetic screening become more prevalent. Very few studies examine how genetics literacy is applied when reasoning about authentic genetic dilemmas. However, there is evidence that situational features of a reasoning task may influence how students apply content knowledge as they generate and support arguments. Understanding how students apply content knowledge to reason about authentic and complex issues is important for considering instructional practices that best support student thinking and reasoning. In this conceptual report, we present a tri-part model for genetics literacy that embodies the relationships between content knowledge use, argumentation quality, and the role of situational features in reasoning to support genetics literacy. Using illustrative examples from an interview study with early career undergraduate students majoring in the biological sciences and late career undergraduate students majoring in genetics, we provide insights into undergraduate student reasoning about complex genetics issues and discuss implications for teaching and learning. We further discuss the need for research about how the tri-part model of genetics literacy can be used to explore students' thinking and reasoning abilities in genetics.

Migrant Adult Learners and Digital Literacy: Using DBR to Support Teaching and Learning

ERIC Educational Resources Information Center

Vanek, Jenifer B.

2017-01-01

This research explores the difficulties faced by many migrant, refugee, and immigrant adults confronted with technological ubiquity in economically developed countries. Preparing migrant adult learners for the digital world by building digital literacy skills can help to maintain home language proficiency, support English language learning, and…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Young Learners: Aspects of Home Literacy Environments Supporting Hypotheses about the Structure of Printed Words

ERIC Educational Resources Information Center

Brown, P. Margaret; Byrnes, Linda J.; Watson, Linda M.; Raban, Bridie

2013-01-01

This study investigated the relationships between children's home literacy environments and their early hypotheses about printed words in the year prior to entering school. There were 147 children (70 girls and 77 boys: mean age 57 months, range = 47-66 months, standard deviation = 4.5 months) in the study. Results showed that the children had…

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…

Information Literacy and Early Learners

ERIC Educational Resources Information Center

Robinson, Laura Eisenberg

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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.…

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

ERIC Educational Resources Information Center

Klein, Lisa; Knitzer, Jane

2007-01-01

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

Literacy in the U.S.

ERIC Educational Resources Information Center

Weber, Rose-Marie

1991-01-01

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

Selecting "Just Right" Electronic Books for the Early Childhood Classroom

ERIC Educational Resources Information Center

McNelly, Tracy A.

2018-01-01

The effective use of e-books--now common in school libraries and classrooms--begins when teachers understand how to choose e-books that help to support emergent and early literacy skills for students in their early childhood classrooms.

Uncovering Collaborative Literacy Strategies, Alternative Assessments, and a Personalized Behavior Plan to Support Learners with Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

LaMantia, Dana J.

2012-01-01

The purpose of this study was to delve into the challenges of collaborative literacy instruction, literacy assessments, and the development of behavior plans in order to support Attention Deficit Hyperactivity Disorder (ADHD) learners in an urban classroom setting. The DSM-IV states that the neuropsychiatry syndrome of ADHD affects approximately…

Collboard: Fostering New Media Literacies in the Classroom through Collaborative Problem Solving Supported by Digital Pens and Interactive Whiteboards

ERIC Educational Resources Information Center

Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo

2013-01-01

Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of…

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

ERIC Educational Resources Information Center

Burnett, Cathy

2017-01-01

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

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

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

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

"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…

"So Many Books They Don't Even All Fit on the Bookshelf": An Examination of Low-Income Mothers' Home Literacy Practices, Beliefs and Influencing Factors

ERIC Educational Resources Information Center

Sawyer, Brook E.; Cycyk, Lauren M.; Sandilos, Lia E.; Hammer, Carol S.

2016-01-01

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children's development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of…

The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten

ERIC Educational Resources Information Center

van de Sande, Eva; Segers, Eliane; Verhoeven, Ludo

2018-01-01

The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and…

Practitioner Perspectives: Children's Use of Technology in the Early Years

ERIC Educational Resources Information Center

Formby, Susie

2014-01-01

This research, a collaboration between Pearson and the National Literacy Trust, was designed to explore the use of technology by children in the early years. In 2013 Pearson and the National Literacy Trust invited practitioners who work with three to five-year-olds to take part in an online survey to explore how they support children's language…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Machado, Emily

2017-01-01

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

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

PubMed

Nutbeam, Don; McGill, Bronwyn; Premkumar, Pav

2017-03-28

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

Cooperative Efforts in Urban Literacy: Learnings from the Urban Literacy Network's Grant Projects.

ERIC Educational Resources Information Center

Williams, Martha

One of the major activities of the Urban Literacy Network (ULN) is a grants program aimed at supporting cooperative, collaborative approaches to developing resources and support systems for literacy in urban areas. Eleven grants were awarded in 1987-1988 in the following urban areas: Boston; Chicago; Denver; El Paso; Houston; Nashville; Oklahoma…

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…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Wilson, Hope E.

2015-01-01

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

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

ERIC Educational Resources Information Center

Miller, Heidi Thomson

2014-01-01

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

Federal Agency Efforts to Advance Media Literacy in Substance Abuse Prevention

ERIC Educational Resources Information Center

Levitt, Alan; Denniston, Bob

2014-01-01

This article describes and reflects upon efforts to generate greater support for media literacy and critical thinking within the strategies and programs of the Federal government in the early 1990s to about 2005 primarily among agencies with an interest in youth substance abuse prevention. Beginning with their personal reflections on discovering…

The Relationship of Drawing, Writing, Literacy, and Math in Kindergarten Children

ERIC Educational Resources Information Center

Steffani, Susan; Selvester, Paula M.

2009-01-01

This study supports and extends previous research that suggests there is a relationship between picture naming and a variety of other factors that impact early literacy. The study explores the picture naming/representing ability of kindergarteners (n = 20), their ability to name and draw pictures of objects they could and could not immediately…

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

ERIC Educational Resources Information Center

Barratt-Pugh, Caroline; Allen, Nola

2011-01-01

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

Embedding Information Literacy Skills in the Psychology Curriculum: Supporting Students in Their Transition to Independent Researchers

ERIC Educational Resources Information Center

Bohan, Jason; Friel, Niamh; Szymanek, Larissa

2015-01-01

Here we report on a new initiative which supported first-year psychology undergraduates in developing their information literacy skills. These skills were taught in a small-group tutorial setting with tutor guidance and peer-supported activities. We measured student's Autonomous Learning and Academic Self-Efficacy before and after the teaching…

Translating Information Literacy: Online Library Support for ESL Students

ERIC Educational Resources Information Center

Lombard, Emmett

2016-01-01

This article describes information literacy struggles of ESL college students within the context of four information literacy components: Identify, Locate, Evaluate, Use. Experiences from an online freshman composition course are used to illustrate these struggles, along with techniques academic librarians use to help ESL students from a distance.

Elementary School Literacy: Critical Issues.

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Rantala, Leena

2011-01-01

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

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

ERIC Educational Resources Information Center

Arnold, Renea; Colburn, Nell

2004-01-01

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

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

ERIC Educational Resources Information Center

Kurth, Ruth J.

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

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

ERIC Educational Resources Information Center

Neuman, Susan B.; Wright, Tanya S.

2010-01-01

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

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

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Shanahan, Timothy

2010-01-01

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

The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners: Support Document

ERIC Educational Resources Information Center

Berghella, Tina; Molenaar, John; Wyse, Linda

2006-01-01

This support document was produced by the authors based on their research for the report, "The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners," [ED495200] and is an added resource for further information. The original report examines the extent and nature of professional development…

Emergent Literacy of Deaf Children

ERIC Educational Resources Information Center

Williams, Cheri

2004-01-01

This article reviews the literature on emergent literacy in young deaf children, focusing on the nature and course of both emergent reading and emergent writing. Beginning with definitions and background information concerning emergent literacy as a field of study, it examines instructional approaches that support emergent literacy learning. The…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Lee, Libby; Wilks, Anne

2007-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

Substantial research points to the importance of developing strong early literacy skills. However, according to the National Assessment of Educational Progress, between 2007 and 2013, no more than 55 percent of Mississippi grade 4 students were reading at or above the proficiency level that demonstrates solid academic performance for the grade…

A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development

ERIC Educational Resources Information Center

Sundman-Wheat, Ashley N.

2012-01-01

This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…

Relation between Family Literacy Practices and Children's Literacy Development: Exploring the Link between Home and School

ERIC Educational Resources Information Center

McMurray, Jaclyn Roverud

2012-01-01

The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family…

Guidance on the Organisation of the National Literacy Strategy in Reception Classes. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England).

The importance of appropriate communication, language and literacy learning in the early years cannot be overestimated. Children who enter school with well-developed communication and literacy skills have a considerable advantage over those who have yet to start. In England, children enter Reception classes at different points throughout the…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

ERIC Educational Resources Information Center

Gutiierrez, Gabriel; Vanderwood, Mike L.

2013-01-01

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

Literacy outcomes of children with early childhood speech sound disorders: impact of endophenotypes.

PubMed

Lewis, Barbara A; Avrich, Allison A; Freebairn, Lisa A; Hansen, Amy J; Sucheston, Lara E; Kuo, Iris; Taylor, H Gerry; Iyengar, Sudha K; Stein, Catherine M

2011-12-01

To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.

Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes

PubMed Central

Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M.

2012-01-01

Purpose To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method Children with SSD and their siblings were assessed at early childhood (ages 4–6 years) and followed at school age (7–12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Results Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Conclusions Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills. PMID:21930616

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

PubMed

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

2014-01-01

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

The Power of Family Literacy.

ERIC Educational Resources Information Center

National Center for Family Literacy, Louisville, KY.

This report presents the early findings from the analysis of a family literacy demonstration project under the direction of the National Center for Family Literacy. The data in this report are based upon the experiences of over 300 families who participated in the Toyota Families for Learning Program during the 1992-1993 school year. The first…

The Effects of Literacy Support Tools on the Comprehension of Informational e-Books and Print-Based Text

ERIC Educational Resources Information Center

Herman, Heather A.

2017-01-01

This mixed methods research explores the effects of literacy support tools to support comprehension strategies when reading informational e-books and print-based text with 14 first-grade students. This study focused on the following comprehension strategies: annotating connections, annotating "I wonders," and looking back in the text.…

Parental Literacy Predicts Children's Literacy: A Longitudinal Family-Risk Study

ERIC Educational Resources Information Center

Torppa, Minna; Eklund, Kenneth; van Bergen, Elsje; Lyytinen, Heikki

2011-01-01

This family-risk (FR) study examined whether the literacy skills of parents with dyslexia are predictive of the literacy skills of their offspring. We report data from 31 child-parent dyads where both had dyslexia (FR-D) and 68 dyads where the child did not have dyslexia (FR-ND). Findings supported the differences in liability of FR children with…

Maternal health literacy and late initiation of immunizations among an inner-city birth cohort.

PubMed

Pati, Susmita; Feemster, Kristen A; Mohamad, Zeinab; Fiks, Alex; Grundmeier, Robert; Cnaan, Avital

2011-04-01

To determine if maternal health literacy influences early infant immunization status. Longitudinal prospective cohort study of 506 Medicaid-eligible mother-infant dyads. Immunization status at age 3 and 7 months was assessed in relation to maternal health literacy measured at birth using the Test of Functional Health Literacy in Adults (short version). Multivariable logistic regression quantified the effect of maternal health literacy on immunization status adjusting for the relevant covariates. The cohort consists of primarily African-American (87%), single (87%) mothers (mean age 23.4 years). Health literacy was inadequate or marginal among 24% of mothers. Immunizations were up-to-date among 73% of infants at age 3 months and 43% at 7 months. Maternal health literacy was not significantly associated with immunization status at either 3 or 7 months. In multivariable analysis, compared to infants who had delayed immunizations at 3 months, infants with up-to-date immunizations at 3 months were 11.3 times (95%CI 6.0-21.3) more likely to be up-to-date at 7 months. The only strong predictors of up-to-date immunization status at 3 months were maternal education (high school graduate or beyond) and attending a hospital-affiliated clinic. Though maternal health literacy is not associated with immunization status in this cohort, later immunization status is most strongly predicted by immunization status at 3 months. These results further support the importance of intervening from an early age to ensure that infants are fully protected against vaccine preventable diseases.

Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781

ERIC Educational Resources Information Center

Goldschmidt, Pete; Jung, Hyekyung

2011-01-01

This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to…

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

ERIC Educational Resources Information Center

Ouellette, Gene; Senechal, Monique; Haley, Allyson

2013-01-01

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

Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators

ERIC Educational Resources Information Center

Wackerle-Hollman, Alisha K.; Rodriguez, Megan I.; Bradfield, Tracy A.; Rodriguez, Michael C.; McConnell, Scott R.

2015-01-01

Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article…

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

ERIC Educational Resources Information Center

Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.

2010-01-01

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly…

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

ERIC Educational Resources Information Center

National Literacy Trust, 2012

2012-01-01

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

Teaching and Testing Early Reading. Focus On

ERIC Educational Resources Information Center

Mraz, Maryann; Kissel, Brian

2007-01-01

This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

Early Validation Evidence of a Canadian Practitioner-Based Assessment of Physical Literacy in Physical Education: Passport for Life

ERIC Educational Resources Information Center

Lodewyk, Ken R.; Mandigo, James L.

2017-01-01

Physical and Health Education Canada has developed and implemented a formative, criterion-referenced, and practitioner-based national (Canadian) online educational assessment and support resource called Passport for Life (PFL). It was developed to support the awareness and advancement of physical literacy among PE students and teachers. PFL…

The Emotional Literacy Support Assistant (ELSA) Programme: Parental Perceptions of Its Impact in School and at Home

ERIC Educational Resources Information Center

Wilding, Lucy; Claridge, Simon

2016-01-01

The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents' constructions of several aspects of the programme: its aims and how these are achieved; its impact on children,…

Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners

ERIC Educational Resources Information Center

Bae, Jiyoung

2012-01-01

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural…

Bonded Relationships: Supporting Pre-Service Teachers to Develop Confidence and Competency as Elementary Literacy Educators

ERIC Educational Resources Information Center

Ticknor, Anne Swenson; Cavendish, Leslie M.

2015-01-01

Relationships matter in learning and in particular they matter for pre-service teachers engaged in learning how to teach in Midwest University, USA. This article reports findings from an 18-month long study that investigated how relationships supported and constrained four elementary pre-service literacy teachers' professional identities as…

E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator

ERIC Educational Resources Information Center

Korat, Ofra; Segal-Drori, Ora

2016-01-01

Research Findings: We present 3 studies that focused on preschoolers' electronic book (e-book) reading in different contexts aimed at supporting children's early literacy. In Study 1 we researched the impact of children's age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from…

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

PubMed

Gardner-Neblett, Nicole; Iruka, Iheoma U

2015-07-01

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

Relevance, New Literacies, & Pragmatic Research for Middle Grades Education

ERIC Educational Resources Information Center

Burns, Leslie David

2008-01-01

This article describes how scholarship from the New Literacy Studies can shed "more light" (Florio-Ruane, 2002) on middle school education and youth literacies, allowing users to examine claims about students, schools, policy, and research. Hypothesizing that shortcomings in early adolescent literacy education have less to do with lack of…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 5: Integrating Literacy Language and Numeracy into a Range of Contexts

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

Develop the skills of staff across your organisation to successfully implement an embedded approach to LLN. Unpacking the practical issues involved, this module will help specialist LLN teachers to work effectively with colleagues who teach other subjects, supporting a "whole organisation approach" to developing literacy, language and numeracy.…

Integrating Literacy and the Content Curriculum to Support Diverse Learners

ERIC Educational Resources Information Center

Fenty, Nicole S.; Brydon, Melissa

2017-01-01

This study explored the impact of training special education teacher candidates to implement content literacy strategy instruction on the teacher candidates' feelings of self-efficacy, beliefs, and practice. The study also explored the impact of implementing content literacy interventions on the content knowledge of elementary age students with or…

Literacy in the 21st Century: Supporting Struggling Adolescent Readers

ERIC Educational Resources Information Center

Miller, Julie Annette

2013-01-01

The purpose of this narrative bounded case study research was to describe the different perspectives of five struggling readers regarding contributing factors to their literacy experiences and success. The theoretical framework used to make meaning included: (a) high schools and literacy, (b) school culture, (c) motivation, (d) technology, and (e)…

Early Years Literacy in Indian Urban Schools: Structural, Social and Pedagogical Issues

ERIC Educational Resources Information Center

Dyer, Caroline

2008-01-01

Literacy has been a crucial aspect of education as a human right for over 50 years, but this basic right remains unassured for at least 700 million adults worldwide. In 1999, UNESCO acknowledged that schools are not making the expected contribution to increasing national literacy rates or providing individuals with the literacy skills they need.…

Emergent literacy of deaf children.

PubMed

Williams, Cheri

2004-01-01

This article reviews the literature on emergent literacy in young deaf children, focusing on the nature and course of both emergent reading and emergent writing. Beginning with definitions and background information concerning emergent literacy as a field of study, it examines instructional approaches that support emergent literacy learning. The review of the literature is organized into four major sections that reflect the body of work to date. The article concludes with an eye toward the future of emergent literacy in pedagogy, theory, and research.

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Making Space for Place-Making Pedagogies: Stretching Normative Mandated Literacy Curriculum

ERIC Educational Resources Information Center

Comber, Barbara

2011-01-01

In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high…

Clinical, classroom, or personal education: attitudes about health literacy.

PubMed

Logan, Robert A

2007-04-01

This study explores how diverse attitudes about health literacy are assessed by medical librarians and other health care professionals. An online survey of thirty-six items was conducted using Q methodology in two phases in spring 2005 and winter 2006. Respondents (n = 51) were nonrandomly self-selected from a convenience sample of members of the Medical Library Association and a group of environmental health consultants to the National Library of Medicine. Three factors were identified. Factor 1 is optimistic and supportive of health literacy's transformative sociocultural and professional potential, if clinical settings become a launching point for health literacy activities. Factor 2 is less optimistic about health literacy's potential to improve clinical or patient outcomes and prefers to focus health literacy initiatives on classroom education settings. Factor 3 supports improving the nation's health literacy but tends to support health literacy initiatives when people privately interact with health information materials. Each factor's attitudes about the appropriate educational venue to initiate health literacy activities are different and somewhat mutually exclusive. This suggests that health literacy is seen through different perceptual frameworks that represent a possible source of professional disagreement.

Assessing Vocabulary Learning in Early Childhood

ERIC Educational Resources Information Center

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

2014-01-01

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

Growing the Good Stuff: One Literacy Coach's Approach to Support Teachers with High-Stakes Testing

ERIC Educational Resources Information Center

Zoch, Melody

2015-01-01

This ethnographic study reports on one elementary literacy coach's response to high-stakes testing and her approach to support third- through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations of classes and meetings, audio/video recordings, and transcribed interviews. The findings illustrate…

Parents' Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments

ERIC Educational Resources Information Center

Brennan, Susan A.; Luze, Gayle J.; Peterson, Carla

2009-01-01

This survey explored the emergent literacy experiences that parents provided for their children with visual impairments, aged 1-8, as well as the parents' perceptions of the professional support that they received to facilitate these activities. The results indicated that the parents and children engaged in reading, singing songs, and writing or…

Developing a Successful Community Supported Literacy Program. The Adivasi Oriya-Telugu Adult Literacy Project, Araku Valley, India.

ERIC Educational Resources Information Center

Gustafsson, Uwe

A literacy project in the eastern hill ranges of India is reported, based on 20 years of involvement, at the beginning of which the tribal language, Adivasi Oriya, was not yet a written language. The literacy rate among tribals in the agricultural community is about 10%. Researchers studied the tribal language, gave it an alphabet, adapted the…

Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

2013-01-01

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

ERIC Educational Resources Information Center

Carroll, Crystal

2013-01-01

Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

Debates about the Future of Media Literacy in Turkey

ERIC Educational Resources Information Center

Cakmak, Ebubekir; Tuzel, Sait

2015-01-01

Media literacy has been widely debated in Turkey since the early 2000s and has been in the curriculum of the secondary schools as an optional subject for nearly a decade. During this time period, about four million students have received media literacy education. The multidisciplinary structure of media literacy has contributed to the interest of…

Using "Clicker 5" to Enhance Emergent Literacy in Young Learners

ERIC Educational Resources Information Center

Parette, Howard P.; Hourcade, Jack J.; Dinelli, Jenny M.; Boeckmann, Nichole M.

2009-01-01

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational…

Kids Just Wanna Have Fun: The Best Way to Encourage Early Literacy Is Also the Most Amusing

ERIC Educational Resources Information Center

Arnold, Renea; Colburn, Nell

2004-01-01

The authors think fun is a key word when it comes to early literacy. Learning to read is hard work for most children--and kids, like adults, enjoy things that bring them pleasure. So as professionals who work with young children, their job is to make sure that kids discover the joy of books. And one of the best ways to do that is by providing…

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…

Toward Disciplinary Literacy: Dilemmas and Challenges in Designing History Curriculum to Support Middle School Students

ERIC Educational Resources Information Center

Duhaylongsod, Leslie; Snow, Catherine E.; Selman, Robert L.; Donovan, M. Suzanne

2015-01-01

In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter…

The adventures of Ann: A case study of a kindergarten teacher and her beliefs as she explored integrating science into her literacy curriculum

NASA Astrophysics Data System (ADS)

Potter, Gregory Ralph

Science education is an often neglected portion of the curriculum in elementary school, particularly in the primary grades. While early childhood educators have many choices in their curricula, two constants remain, literacy and math education. Ideally, young children need science along with literacy and mathematics. This study investigated how one kindergarten teacher used science to enhance her literacy program and how this use of science in her classroom affected her teaching beliefs. The case study took place in a publicly funded early childhood education center devoted to teaching kindergarten children in the small town of Summers in rural northern California. "Ann" was a master kindergarten teacher who historically used developmentally appropriate activities to support her literacy instruction. She was posed with the suggestion of infusing science into her literacy program and over the course of one school year, she was observed planning, implementing, and reflecting on six integrated science and literacy units. Ann's general teaching beliefs as well as her beliefs about teaching literacy and science were explored in order to investigate whether her experience with the integrated science and literacy units had altered her teaching beliefs. It was discovered that not only had Ann significantly changed the way she taught science, her beliefs about teaching science had changed and had moved towards mimicking her pro-active and positive beliefs about teaching literacy.

Communities of Practice: Literacy and Deaf Children

ERIC Educational Resources Information Center

Kristoffersen, Ann-Elise; Simonsen, Eva

2016-01-01

This article aims to discuss young deaf children's access to literacy within a sociocultural perspective. We introduce the concept of communities of practice as an aspect in early literacy development for young deaf children. Preschools are learning communities and thus constitute communities of practice. Our discussion on the use of communities…

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

ERIC Educational Resources Information Center

Putman, Rebecca S.

2017-01-01

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

Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español

ERIC Educational Resources Information Center

Yaden, David B., Jr.; Marx, Ronald W.; Cimetta, Adriana D.; Alkhadim, Ghadah S.; Cutshaw, Christina

2017-01-01

For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy…

Tier 1 and Tier 2 Early Intervention for Handwriting and Composing

ERIC Educational Resources Information Center

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

2006-01-01

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

An Evaluation of Two Emergent Literacy Screening Tools for Preschool Children

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2009-01-01

Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools…

Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs: Support Document

ERIC Educational Resources Information Center

Dymock, Darryl; Billett, Stephen

2008-01-01

This Support Document was produced by the authors based on their research for the report, "Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs," and is an added resource for further information. There were five phases of this project: Phase 1 comprised further interrogation…

Literacy-Related Play Activities and Preschool Staffs' Strategies to Support Children's Concept Development

ERIC Educational Resources Information Center

Norling, Martina; Lillvist, Anne

2016-01-01

This study investigates language-promoting strategies and support of concept development displayed by preschool staffs' when interacting with preschool children in literacy-related play activities. The data analysed consisted of 39 minutes of video, selected systematically from a total of 11 hours of video material from six Swedish preschool…

The Use of a Structured Literacy Program To Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes.

ERIC Educational Resources Information Center

Center, Yola; Freeman, Louella

This research review examined the use of a whole class early literacy program in classes which included disadvantaged and at-risk children in Australia. The program, Schoolwide Early Language and Literacy (SWELL), is based on an interactive compensatory theory of literacy acquisition adapted from Success for All, a U.S. early literacy program. The…

Building Emotional Literacy: Groundwork to Early Learning

ERIC Educational Resources Information Center

Figueroa-Sanchez, Magali

2008-01-01

Part of social and emotional development is a child's emotional literacy. Numerous strategies exist for the development of children's emotional and social development, and for their emotional readiness for school. Teachers might arrange a classroom environment that is not overly structured or regimented. The environment should reflect who the…

Handbook of Early Literacy Research. Volume 3

ERIC Educational Resources Information Center

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

2010-01-01

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

Sharing the Literacy Load

ERIC Educational Resources Information Center

Orechovsky, Patricia

2010-01-01

The literacy team at Brentwood (NY) High School, a large urban high school, focused its efforts on building content-area teachers' literacy instruction skills. The team is made up of teachers from the various content areas, including physical education and art, as well as supportive administrators. The team developed a pacing guide, a monthly…

The Early Childhood Interactive Technology Literacy Curriculum Project: A Final Report.

ERIC Educational Resources Information Center

Hutinger, Patricia; Robinsosn, Linda; Schneider, Carol; Johanson, Joyce

This final report describes the activities and outcomes of the Interactive Technology Literacy Curriculum (ITLC) project. This federally funded 5-year model demonstration project was designed to advance the availability, quality, use and effectiveness of computer technology in addressing the acquisition of emergent literacy among young children…

Blue listerine, parochialism, and ASL literacy.

PubMed

Czubek, Todd A

2006-01-01

There are not many elements of human life that have had as significant an impact on our development as literacy. Literacy has certainly been, and remains, a crucial issue especially in Deaf Education and in the Deaf World. The traditional definition of literacy has been exclusively understood as reading and writing. However, this article is intended to provide a thoughtful and provocative commentary that supports adopting new directions and comprehensive definitions for understanding literacy, which includes both written and signed languages. By applying ideas from Deaf Studies and New Literacy Studies we will conduct a thorough exploration of the fundamental components of literacy and illuminate important political and practical applications related to Deaf Education.

"Literacy Nooks": Geosemiotics and Domains of Literacy in Home Spaces

ERIC Educational Resources Information Center

Rainbird, Sophia; Rowsell, Jennifer

2011-01-01

Conceptualizations of the home have changed, particularly in respect to children's rearing and development. An increased awareness of early intervention in meeting a child's learning needs has filtered down into the organization of space in homes. Maximizing learning opportunities by creating "literacy nooks", which involves carving out…

Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

NASA Astrophysics Data System (ADS)

Eick, Charles J.

2012-11-01

A case study of an exemplary third grade teacher's use of the outdoor classroom for meeting both state science and language arts standards is described. Data from the researcher's field journal, teacher lesson plans, and teacher interviews document how this teacher used nature-study to bridge outdoor classroom experiences with the state science and language arts curriculum. This teacher's early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children. Children interacted with the outdoor classroom throughout the day as a context for science and literacy learning. All but one child successfully met Annual Yearly Progress (AYP) goals in reading at the end of the school year.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Pre-Packaging Preschool Literacy: What Drives Early Childhood Teachers to Use Commercially Produced Phonics Programs in Prior to School Settings

ERIC Educational Resources Information Center

Campbell, Stacey; Torr, Jane; Cologon, Kathy

2014-01-01

Language-rich environments are key to overall quality in early childhood settings, including frequent child-staff interactions around picture books and dramatic play. In a language-rich environment, explicit teaching of literacy concepts, such as phonics, is embedded in authentic and meaningful situations where alphabet letters and sounds are…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Classroom Discourse: The Role of Teachers' Instructional Practice for Promoting Student Dialogues in the Early Years Literacy Program (EYLP)

ERIC Educational Resources Information Center

Olaussen, Bodil Stokke

2016-01-01

Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different…

Auditory Processing in Noise: A Preschool Biomarker for Literacy.

PubMed

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

2015-07-01

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

Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

PubMed Central

Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

2010-01-01

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

Enhancing Outcomes in Early Literacy for Young Children with Disabilities: Strategies for Success

ERIC Educational Resources Information Center

Johnston, Susan S.; McDonnell, Andrea P.; Hawken, Leanne S.

2008-01-01

Emerging literacy has been defined as the "reading and writing knowledge and behavior of children who are not yet conventionally literate" (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as…

Early Literacy among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba

ERIC Educational Resources Information Center

Kalindi, Sylvia C.; McBride, Catherine; Dan, Lin

2018-01-01

Considering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their…

Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy

ERIC Educational Resources Information Center

DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu

2016-01-01

Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current…

Early Literacy Development in Toddlerhood: Publication Trends from 1990 to 2009

ERIC Educational Resources Information Center

Lee, Boh Young

2013-01-01

The paper examines publication trends in the United States regarding literacy development in toddlerhood from 1990 to 2009, exploring what features or elements of toddlers' literacy development have been documented, and how they have been documented, over the last 20 years, to indicate areas for further exploration. Articles were carefully…

literacy.ca EXPRESS. December 2010

ERIC Educational Resources Information Center

Canadian Literacy and Learning Network, 2010

2010-01-01

This issue of "literacy.ca EXPRESS" features new and exciting developments, updates and exciting new resources. Articles included in this issue are: (1) Introducing CLLN (Canadian Literacy and Learning Network)!; (2) Supporting Learner Leadership; (3) Involving Learners by Patricia Ashie; (4) Catching Confidence; (5) CALL (Committee of…

Smoothing Children's Transition into Formal Schooling: Addressing Complexities in an Early Literacy Initiative in Remote Aboriginal Communities, Northern Territory, Australia

ERIC Educational Resources Information Center

Maher, Marguerite; Bellen, Linda

2015-01-01

There is a growing awareness that some children transition into formal schooling more readily than others. Compelling evidence indicates that children familiar with the skills and knowledge associated with the dominant practices of literacy teaching in schools have an advantage. While families play a pivotal role in children's early literacy…

Early Readers' Perceptions of the Value of Literacy in Their Lives

ERIC Educational Resources Information Center

Kinkead-Clark, Zoyah

2017-01-01

The following article aims to present, from children's perspectives, the value of literacy and how they use it in their everyday lives. Through the use of ethnographic methodology, including observations, interviews and collection of artifacts, it seeks to examine how children rely on their literacy skills authentically, as they play and move…

Maternal Health Literacy Is Associated with Early Childhood Nutritional Status in India.

PubMed

Johri, Mira; Subramanian, S V; Koné, Georges K; Dudeja, Sakshi; Chandra, Dinesh; Minoyan, Nanor; Sylvestre, Marie-Pierre; Pahwa, Smriti

2016-07-01

The global burden of child undernutrition is concentrated in South Asia, where gender inequality and female educational disadvantage are important factors. Maternal health literacy is linked to women's education and empowerment, can influence multiple malnutrition determinants, and is rapidly modifiable. This study investigated whether maternal health literacy is associated with child undernutrition in 2 resource-poor Indian populations. We conducted cross-sectional surveys in an urban and a rural site, interviewing 1 woman with a child aged 12-23 mo/household. Multivariate logistic regression analyses were conducted independently for each site. The main exposure was maternal health literacy. We assessed respondents' ability to understand, appraise, and apply health-related information with the use of Indian health promotion materials. The main outcomes were severe stunting, severe underweight, and severe wasting. We classified children as having a severe nutritional deficiency if their z score was <-3 SDs from the WHO reference population for children of the same age and sex. Analyses controlled for potential confounding factors including parental education and household wealth. Rural and urban analyses included 1116 and 657 mother-child pairs, respectively. In each site, fully adjusted models showed that children of mothers with high health literacy had approximately half the likelihood of being severely stunted (rural adjusted OR: 0.50; 95% CI: 0.33, 0.74; P = 0.001; urban adjusted OR: 0.58; 95% CI: 0.35, 0.94; P = 0.028) or severely underweight (rural adjusted OR: 0.57; 95% CI: 0.38, 0.87; P = 0.009; urban adjusted OR: 0.48; 95% CI: 0.25, 0.91; P = 0.025) than children of mothers with low health literacy. Health literacy was not associated with severe wasting. In resource-poor rural and urban settings in India, maternal health literacy is associated with child nutritional status. Programs targeting health literacy may offer effective entry points for

Media Literacy, Congratulations! Now, the Next Step

ERIC Educational Resources Information Center

Torrent, Jordi

2011-01-01

Media Literacy Education has definitely come a long way. The author remembers mentioning Media Literacy at a Prix Jeunesse presentation in New York City in the early-mid 1990s-- all the participants looked at him as a weirdo and politely ignored his comment on the necessity for TV producers to include or at least reflect upon media…

Family Literacy Strategies: First Steps to Academic Success.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

As part of a series exploring effective strategies for school improvement and dropout prevention, this monograph focuses on early childhood education and reading/writing programs, and compiles strategies to help families engage in meaningful literacy activities. The monograph describes and defines family literacy, provides a research basis for…

New Literacies in Schome Park

NASA Astrophysics Data System (ADS)

Gillen, Julia

In this chapter I deploy a synthesis of methods I term virtual literacy ethnography to investigate the diverse literacy practices of the Schome Park project (SPP). This project worked with teenagers on the first European "closed" (i.e. protected) island in the 3D virtual world Teen Second LifeTM (TSL) as described in the previous chapter. Firstly I introduce an ethnographic perspective on this lengthy, rich project and reflect on my own interpretive approach. Introducing my own focus of interest, the new literacy practices fostered by the environment and in particular activities I judge to be especially creative, I begin to develop the methodology of a "virtual literacy ethnography". I show how the diverse multimodal affordances of the communicative domains are imaginatively exploited by the students, supported by peers and staff in an environment characterised by "fluid leadership". I include some analysis of literacy work around a genre traditionally valued by educators, a dictionary, which I was not involved in at the time. I suggest this is an exemplar literacy practice, creative in itself and illustrative of the methodological possibilities and of course limitations linked with the technologies utilised. Traditional distinctions between "reading" and "writing" become permeable in interesting ways as new creative practices, fostered by the environment of the Schome Park programme, emerged. I offer support for Kress's (2005) claim that changes in writing and reading practices amount to a "revolution in the world of communication." In conclusion, I claim that virtual literacy ethnography, as I have proposed it here, can be fruitful in exploring the complexity and creativity of the students' literacy practices, although more developmental work is needed.

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

PubMed

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

2011-06-01

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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

PubMed Central

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

2011-01-01

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

Negotiating the Literacy Block: Constructing Spaces for Critical Literacy in a High Stakes Setting

ERIC Educational Resources Information Center

Paugh, Patricia; Carey, Jane; King-Jackson, Valerie; Russell, Shelley

2007-01-01

This article focuses on the evolution of the classroom literacy block as a learning space where teachers and students renegotiated activities for independent vocabulary and word work within a high-stakes reform environment. When a second grade classroom teacher and literacy support specialist decided to co-teach, they invited all students in the…

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

ERIC Educational Resources Information Center

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

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

Strategies To Promote Agricultural Literacy.

ERIC Educational Resources Information Center

1992

The purpose of the agricultural literacy effort has been to produce informed citizens able to participate more fully in the establishment of policies that support a highly competitive agricultural industry in this country and abroad. In their article titled, "Position Statement on Agricultural Literacy," Russell, McCracken, and Miller…

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

The Reading Connection: Literacy Development and Homeless Children.

ERIC Educational Resources Information Center

Hanning, Eileen

1996-01-01

Describes a model of intervention that is designed to support and encourage literacy development among children whose families are or recently have been homeless. The article then places this model within a global context, discussing the broader implications of providing literacy support services for homeless families. (GR)

Wanted: A New Literacy for the Information Age.

ERIC Educational Resources Information Center

Ross, Tweed W.; Bailey, Gerald D.

1994-01-01

New (information) literacy may be defined as accessing, analyzing, applying, creating, and communicating information electronically. School leaders must encourage and support electronic literacy and understand its relationship to previous pictographic, oral, and bibliographic eras. Unless schools begin to address and teach the new literacy, U.S.…

Third Grade Literacy Policies: Identification, Intervention, Retention

ERIC Educational Resources Information Center

Rose, Stephanie; Schimke, Karen

2012-01-01

Students not reading proficiently by the end of 3rd grade are four times more likely than proficient readers to drop out of high school. This fact and other recent research on the importance of early literacy skills have culminated in an intense focus on improving 3rd-grade reading proficiency. The challenges of improving literacy are, in turn,…

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

Practice versus Politics in Danish Day-Care Centres: How to Bridge the Gap in Early Learning?

ERIC Educational Resources Information Center

Clasen, Line Engel; Jensen de López, Kristine

2016-01-01

It is essential that early educators in day-care services possess adequate pedagogical tools for supporting children's communicative development. Early literacy programmes (ELPs) are potential tools. However, studies investigating the effects of ELPs seldom address implementation processes or the programme users' perspectives. This study sheds…

An initial reliability and validity study of the Interaction, Communication, and Literacy Skills Audit.

PubMed

El-Choueifati, Nisrine; Purcell, Alison; McCabe, Patricia; Heard, Robert; Munro, Natalie

2014-06-01

Early childhood educators (ECEs) have an important role in promoting positive outcomes for children's language and literacy development. This paper reports the development of a new tool, The Interaction Communication and Literacy (ICL) Skills Audit, and pilots its reliability and validity. Intra- and inter-rater reliability was examined by three speech-language pathologists (SLPs). Five skill areas relating to ECE language and literacy practice were rated. The face and content validity of the ICL Skills Audit was examined by expert SLPs (n = 8) and expert ECEs (n = 4) via questionnaire. The overall intra-rater reliability for the ICL Skills Audit was excellent with percentage close agreement (PCA) of 91-94. Inter-rater agreement was PCA 68-80. Expert SLPs and ECEs agreed that the content was comprehensive and practical. Based on this preliminary study, the ICL Skills Audit appears to be a promising tool that can be used by SLPs and ECEs in collaboration to measure the skills of ECEs in the areas of language and literacy support. Future psychometric and outcome research on the revised ICL Skills Audit is warranted.

Exploring Cumulative Risk and Family Literacy Practices in Low-Income Latino Families