scholarly journals Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

2020 ◽  
Vol 4 (3) ◽  
pp. 367-383
Author(s):  
Marita Konerding ◽  
Kirstin Bergström ◽  
Thomas Lachmann ◽  
Maria Klatte
Keyword(s):  
Phonological Awareness ◽  
Oral Language ◽  
Literacy Instruction ◽  
Training Group ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
L2 Learners ◽  
Reading Measures

Abstract As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills

2020 ◽  
pp. 146879842095522
Author(s):  
Melissa Derby ◽  
Angus Macfarlane ◽  
Gail Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Oral Language ◽  
Cognitive Skills ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Literacy Intervention ◽  
Home Based ◽  
Literacy Success

This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted of two main areas of focus – one, named Rich Reading and Reminiscing (RRR), concentrated on stimulating children’s oral language skills, and the other, called Stimulating Sound Sensitivity (SSS), aimed to generate shifts in children’s phonological awareness abilities. Data sets were gathered with eight children and their families over a twelve-week period, which corresponded with the duration of the intervention. A final set of data was collected six months after the intervention ceased. The study employed a crossover design, where four children and their families participated in the RRR component of the intervention, which ran for six weeks, followed by the SSS portion of the intervention. The remaining four children participated in the same parts of the intervention but in reverse order of delivery. The crossover approach established a control in the study, and allowed the effects of each part of the intervention on the children’s early literacy skills to be more clearly revealed. This paper reports on two children – one from each cohort – whose results are evidence of the efficacy of the intervention in advancing key aspects of children’s foundational literacy skills. Key Findings The children who participated in the RRR component of the intervention first showed improvements in vocabulary knowledge mid-intervention. Conversely, the children who participated in the SSS component first made gains in their phonological awareness skills before the other cohort of children did. These findings have implications for early childhood educators and families concerning the strategies adopted by these stakeholders which aim to foster strong cognitive skills critical for literacy success.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

Phonological Awareness and Literacy in L2

2020 ◽  
pp. 62-81
Author(s):  
Elena Theodosis Kkese
Keyword(s):  
Young Adults ◽  
Phonological Awareness ◽  
Oral Language ◽  
Strong Correlation ◽  
Literacy Skills ◽  
Target Language ◽  
Conscious Awareness ◽  
Special Importance ◽  
L2 Acquisition ◽  
Children's Literacy

Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic proficiency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness influences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults.

scholarly journals Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

2012 ◽  
Vol 28 (1) ◽  
pp. 101-121
Author(s):  
Kimberly D McDowell ◽  
Jeri Carroll
Keyword(s):  
Phonological Awareness ◽  
Word Learning ◽  
Oral Language ◽  
Speech Sound ◽  
Absolute Number ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Expressive Vocabulary ◽  
Phonotactic Probability

The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty K–1 children (aged 5–6 years; 25 with, 25 without speech sound inaccuracies) completed inclusionary measures of oral language, speech sound accuracy, hearing screening, oral–motor screening, and nonverbal intelligence. Participants completed study-specific measures of standardized receptive and expressive vocabulary, stimuli-specific vocabulary knowledge, and phonological awareness. Twice weekly, for 30 minutes, an 11-week storybook-based intervention took place, targeting word learning, with words selected based on density and probability. Storybooks were researcher generated to intentionally manipulate the word properties of the stimuli words. Each storybook contained two stimuli words, four exposures per word per reading. Results indicated that both speech sound accuracy and vocabulary predicted unique variance in phonological awareness in children with speech sound inaccuracies. No statistically significant differences in the absolute number of words children learned emerged. Group differences were noted in emerging word knowledge with typically developing children outperforming children with speech sound inaccuracies. Differences were noted in the types of words that children learned. Results suggest that children with speech sound inaccuracies may be at risk for later reading difficulties. Speech language pathologists need to be targeting words that promote change within a child’s phonological system (sublexical) and his/her lexical system.

scholarly journals The structure of preliteracy competence in children aged five to seven years

2020 ◽  
Vol 56 (2) ◽  
pp. 1-18
Author(s):  
Ivanka Bider Petelin ◽  
Martina Ozbič
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Verbal Memory ◽  
Visual Processing ◽  
Short Term Memory ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Short Term ◽  
Term Memory ◽  
Oblimin Rotation

Children´s early literacy development is a key contributor to later literacy skills and overall academic achievement. We have developed a set of tests that assesses preliteracy competence based on well-established foreign and Slovenian instruments or tools. A sample of 307 children aged from five to seven years were tested. A high Cronbach alpha coefficient (alpha = 0.87) indicates that the design instrument is an internally reliable instrument. This paper showcases and describes the differences in the development of preliteracy competence in different age group. The results show that children between 5 and 7 show the greatest development of the abilities to discern the initial sound, to analyse the sound, to notice the removal of sounds or syllables from a meaningless word, and to recall words on a given phoneme. Exploratory factor analysis with oblimin rotation revealed that preliteracy competence is best understood as a four-dimensional construct among children aged five to seven years. The first dimension is defined by higher-level phonological awareness, verbal memory, and rapid automatic naming, so it is metaphonology. The second factor, named perceptual language structure, expresses macro-linguistic structure (syllable, rhymes) and discrimination of words that sound similar. The third factor, named vocabulary, is saturated mostly by syllable analysis, vocabulary and word comprehension. The fourth factor is visual processing and capturing, which enable storage and refreshing of non-verbal information and the discrimination of symbols. The differences in development of preliteracy competency indicate intervention in the following areas: phonological awareness, verbal short-term memory, visual processing (discrimination and short-term memory) and vocabulary knowledge.

scholarly journals Ο αναδυόμενος γραμματισμός στην προσχολική εκπαίδευση: Νέα ζητήματα και εκπαιδευτικές προτάσεις

2016 ◽  
Vol 4 (1) ◽  
pp. 3 ◽  
Author(s):  
George Manolitsis
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Theoretical Perspective ◽  
Theoretical Models ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Emergent Reading ◽  
Narrative Skills ◽  
Literacy Knowledge ◽  
Triangular Model

The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuous interaction of various contextual experiences with the components of emergent literacy. The construct of emergent literacy consists of three major components which are considered critical for literacy acquisition. These major components are the knowledge of literacy concepts, literacy skills and literacy behaviours. The knowledge components include concepts about print and letter knowledge; the literacy skills include oral language (vocabulary, listening comprehension, and narrative skills) and metalinguistic (phonological, syntactic and morphological awareness) skills; literacy behaviour includes emergent reading and emergent writing. According to this triangular model, the components of literacy knowledge and literacy skills are intercorrelated, while both components influence the emergence of literacy behaviours such as emergent reading and writing. However, beyond the direct links of each major component to each other, there are also indirect links among them through the effects of the experiences children get from the contexts they live in. These experiences originate from home and school contexts. Educational implications for optimal literacy acquisition from an early age are discussed based on the suggestions of this triangular model.

scholarly journals Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Piia M. Björn ◽  
Aino Äikäs ◽  
Airi Hakkarainen ◽  
Minna Kyttälä ◽  
Lynn S. Fuchs
Keyword(s):  
Word Problem ◽  
Training Group ◽  
Research Literature ◽  
Literacy Skills ◽  
Family Type ◽  
Task Orientation ◽  
Think Aloud ◽  
Face To Face ◽  
Face Support

Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective intervention and instruction for students in need for support in learning.Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills.Setting: This study included three data collection points: (1) Premeasurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and follow-up measurements in December.Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline.Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students.Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.

scholarly journals Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives

2020 ◽  
pp. 002246692093667
Author(s):  
Alison L. Zagona ◽  
Kirsten R. Lansey ◽  
Jennifer A. Kurth ◽  
Alena Kuhlemeier
Keyword(s):  
General Education ◽  
Literacy Instruction ◽  
General Education Teachers ◽  
Literacy Skills ◽  
Future Research ◽  
Support Needs ◽  
Academic Activities ◽  
Teachers Perspectives ◽  
General Education Classrooms

Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented.

Sign in / Sign up

Export Citation Format

Share Document