We Are in a Book : Using Metafictive Picture Books to Facilitate Emergent Literacy Goals

2020 ◽  
Vol 5 (5) ◽  
pp. 1120-1130
Author(s):  
Susan Hendler Lederer ◽  
Toni A. Abruzzino
Keyword(s):  
Best Practices ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Picture Books ◽  
Learning Opportunities ◽  
Early Language ◽  
Print Awareness ◽  
Alphabet Knowledge ◽  
Reading And Writing

Purpose Literature-based intervention is used to facilitate both early language and emergent literacy goals, which supports success in later reading and writing. Best practices in choosing picture books to facilitate specific goals are limited, but one line of research asserts that different genres align with different goals. However, metafiction is one genre that is yet to be explored as a context for facilitating emergent literacy goals. Metafiction uses a variety of devices to draw attention to itself as an artifact providing unique learning opportunities. The purposes of this clinical focus article are to (a) introduce the different devices authors use in metafictive writing, (b) correlate individual devices with specific foundational literacy goals targeted in therapy (i.e., oral language, phonological awareness, print awareness, and alphabet knowledge), and (c) provide a sample session. A variety of metafictive picture books will be offered to illustrate these connections. Conclusion Metafictive picture books provide a rich context for facilitating emergent literacy goals because of the specific devices authors use in these texts.

scholarly journals Competências de matemática e de literacia emergente: Estudo correlacional

2017 ◽  
Vol 30 (1) ◽  
pp. 85
Author(s):  
Joana Amaral ◽  
Joana Cruz ◽  
Patrícia Constante ◽  
Patrícia Pinto ◽  
Marta Almeida ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Early Identification ◽  
Correlational Analysis ◽  
Written Language ◽  
Contextual Influences ◽  
Math Skills ◽  
Educational Risk ◽  
The Relationship

Tem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade préescolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave: Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente. ABSTRACTIt has been well documented the importance of the implementation of preschool interventions that facilitate the development of oral language, phonological awareness, written language and math skills, as well as the need of an early identification of children at educational risk. The aim of the present study is to examine the relationship between children’s competence in oral language, phonological awareness, written language and mathematic competencies in preschool years. A total of 99 children participated in this study. Correlational analysis was used to understand the relation between the variables in the study. The results suggest that oral language, phonological awareness, written language and mathematic competencies are correlated. No statistical differences were found among boys and girls. These findings suggest that the growth in these skills may be related to contextual influences. These findings highlighted the implications to psychological evaluation and for pedagogic practice.Keywords: Math skills; Kindergarten; Oral language; Emergent literacy

scholarly journals The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children

2021 ◽  
Author(s):  
Elena Gandolfi ◽  
Laura Traverso ◽  
Mirella Zanobini ◽  
Maria Carmen Usai ◽  
Paola Viterbori
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Inhibitory Control ◽  
Interference Suppression ◽  
Control Measures ◽  
Orthographic Knowledge ◽  
Regression Analyses ◽  
Expressive Vocabulary ◽  
Reading And Writing ◽  
Very Young Children

AbstractThis study analyses the longitudinal relationship between early inhibitory control skills and subsequent emergent literacy. At Time 1, a sample of 50 typically monolingual Italian toddlers aged 28 to 36 months in their last year of day-care was assessed on expressive vocabulary and two inhibitory control measures, tapping specifically response inhibition and interference suppression. At Time 2, during the preschool years, children aged 49 to 72 months were re-assessed on a battery of emergent literacy tasks including three phonological awareness tasks and an orthographic knowledge task. The results of the hierarchical linear regression analyses suggest that interference suppression evaluated at Time 1 is a key process in the acquisition and construction of both phonological awareness and early orthographic knowledge, even when children’s early expressive vocabulary was included in the analyses. Unlike previous studies, the present study included very young children, thus allowing us to explore the developmental antecedents of two important precursors of reading and writing abilities.

scholarly journals Early Childhood Education Students’ Emergent Skills in Literacy Scaffolding

2011 ◽  
Vol 36 (1) ◽  
pp. 13-19
Author(s):  
Jodi Nickel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Book Reading ◽  
Education Students ◽  
Print Awareness ◽  
Story Reading ◽  
Childhood Education

This study examined how four early childhood education students applied their knowledge of emergent literacy in their practicum settings. Literacy research has shown that in order for young children to become effective readers, they must develop 1) a vocabulary-rich knowledge base, 2) the ability to reason about story messages, and 3) the code-related skills of phonological awareness and print awareness. The students’ college instruction focused on ways to promote emergent literacy by scaffolding children’s skill development in these three early literacy areas, particularly during story reading. At the conclusion of their practicum, the students were asked to identify the specific ways in which they had promoted emergent literacy skills. The resulting data suggested students were sometimes confused about the code-related skills of phonological awareness and print awareness. Students reported they seldom had conversations with the children that focused on coderelated skills as part of their story reading activities. Furthermore, their application of discussion techniques in support of children’s vocabulary development and the ability to reason about story messages were of questionable quality. This data suggests that early childhood educators require significant modeling and  practice to develop the complex skills needed for effective instructional  scaffolding during story book reading.

The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting

2020 ◽  
Vol 45 (3) ◽  
pp. 254-265
Author(s):  
Rachel Rachmani
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Control Group ◽  
Evidence Based ◽  
Early Childhood Setting ◽  
Post Intervention ◽  
Alphabet Knowledge ◽  
Letter Naming ◽  
Low Levels ◽  
Letter Sound

Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated in an evidence-based 10-week intervention using games and books, made significant gains in PA and AK in comparison to a control group. The children were assessed pre-intervention and post-intervention using the Phonological Awareness Literacy Screening PreK and it was found that the PA and AK intervention used in this research was effective in significantly raising the levels of upper-case letter naming, letter-sound awareness and beginning sound awareness.

scholarly journals Mathers (in press) Using video to assess preschool teachers’ pedagogical knowledge

2021 ◽  
Author(s):  
Sandra Mathers
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Oral Language ◽  
Procedural Knowledge ◽  
Preschool Teachers ◽  
Learning Opportunities ◽  
Classroom Quality ◽  
Early Language ◽  
Classroom Experience ◽  
Language Pedagogy

Theory suggests that effective real-time decision-making in classrooms requires teachers to have flexible access to rich and well-organised knowledge of effective teaching practices. Yet prior research on the role and importance of procedural knowledge has been equivocal. This exploratory study used a new video measure of procedural knowledge to examine relationships with observed classroom quality, and establish which opportunities to learn (qualifications, professional development, classroom experience) predict greater knowledge. It focused on preschool teachers’ knowledge of oral language pedagogy, on the basis that early language provides the foundation for children’s later learning. The sample comprised 104 teachers participating in a wider RCT, designed to evaluate a professional development intervention. Teachers were shown two short videos of classroom interactions and asked to identify instances of effective practice. Responses were coded to capture three facets: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). The three facets could be empirically distinguished. Explicit and higher-order procedural knowledge (naming, interpreting) most strongly predicted classroom quality. Formal learning opportunities were stronger predictors of procedural knowledge than classroom experience. Intervention effects on classroom quality were mediated by knowledge. Implications for workforce development are discussed.

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.

Speech impairment and literacy difficulties: Underlying links

2000 ◽  
Vol 17 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Suze Leitão ◽  
Janet Fletcher ◽  
John Hogben
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Clinical Observation ◽  
Speech Errors ◽  
Speech Impairment ◽  
Phonological Information ◽  
Literacy Outcomes ◽  
Relationship Of ◽  
Impaired Children ◽  
Level Of Processing

AbstractDespite clinical observation of the problems in emergent literacy experienced by unintelligible children, there are conflicting data about the possible relationship of expressive speech problems to literacy acquisition. Several confounding factors may explain the inconsistency in results across studies. Potential confounds include specificity and severity of speech impairment, age of participants, and pattern of speech errors. It was hypothesised that the presence of nondevelopmental speech errors can be considered a symptom of a breakdown at the level of processing phonological information that has an impact on both speech and literacy development. A cohort of 21 specifically speech-impaired children entering Year 1 at school was selected and classified into subgroups based on pattern of speech errors. Phonological awareness measures were administered early in Year 1 and literacy measures in Year 3. The results confirmed thot the presence of nondevelopmental speech errors predicted poorer phonological awareness skills and weaker literacy outcomes, particularly spelling.

The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

2021 ◽  
pp. 073428292110233
Author(s):  
Jason R. Parkin
Keyword(s):  
Oral Language ◽  
Structural Equation ◽  
Task Demands ◽  
Written Expression ◽  
Equation Modeling ◽  
School Age ◽  
Specific Task ◽  
Reading And Writing ◽  
Technical Manual ◽  
Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

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