scholarly journals Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects

2011 ◽  
Vol 18 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Maura Jones Moyle ◽  
S. Sue Berman
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
At Risk Children

The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

scholarly journals Oral Language Skills and Literacy Skills of Malay Children with Dyslexia

2021 ◽  
Author(s):  
Rogayah A. Razak ◽  
Loke Xing Lin ◽  
Mohd Azmarul A. Aziz
Keyword(s):  
Oral Language ◽  
Pearson Correlation ◽  
Literacy Skills ◽  
Control Group ◽  
Language And Literacy ◽  
Local Data ◽  
Narrative Skills ◽  
Language Difficulties ◽  
Oral Language Skills ◽  
The Relationship

Dyslexia can involve among others, difficulties in spoken language. However, there is limited local data on oral language (narrative skills) and literacy skills in children with dyslexia. The relationship between language and literacy is well documented although they involve complicated and non-straightforward processes. There is also evidence suggesting a link between language difficulties with subsequent literacy difficulties. Thus, this study aims to identify and describe the language and literacy skills of Malay children with dyslexia, and to discuss the possible relationships between them. Subjects were six children with dyslexia in the Klang Valley, Malaysia aged 8:0 to 9:11 (mean age, 8:10) who were compared to an age-matched control group (n = 10). The battery of tests administrated was phonological awareness test, language task, narrative, and literacy tasks. Our findings showed that children with dyslexia had generally weaker language and literacy skills than the control group. There were significant differences (p < .05) in grammar understanding, sentence repetition, and reading and spelling at both word and paragraph levels. Pearson correlation between language and literacy was shown to be positive and strong, r = .887, p < .05. The qualitative discussion of the data is presented. Findings from this study would provide useful information to teachers and speech-language therapists in their teaching or planning of appropriate clinical evaluation and management of children with dyslexia.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Emergent Literacy Intervention for Vulnerable Preschoolers

2003 ◽  
Vol 12 (3) ◽  
pp. 320-332 ◽  
Author(s):  
Laura M. Justice ◽  
Sy-Miin Chow ◽  
Cara Capellini ◽  
Kevin Flanigan ◽  
Sarah Colton
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Literacy Assessment ◽  
Multiple Risk Factors ◽  
Literacy Knowledge ◽  
Oral Language Skills ◽  
Treatment Research ◽  
Literacy Performance

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

The Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)

2010 ◽  
Vol 29 (4) ◽  
pp. 363-390 ◽  
Author(s):  
Allyssa McCabe ◽  
Judith Boccia ◽  
Mary Beth Bennett ◽  
Natallia Lyman ◽  
Ryan Hagen
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Literacy Skills ◽  
Language And Literacy

scholarly journals High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica

2013 ◽  
Vol 27 (115) ◽  
pp. 93-111 ◽  
Author(s):  
Alison Sparks ◽  
Ana María Carmiol-Barboza ◽  
Marcela Ríos
Keyword(s):  
Costa Rica ◽  
Middle Class ◽  
Emergent Literacy ◽  
Cultural Practices ◽  
Full Range ◽  
Narrative Structure ◽  
Literacy Skills ◽  
Language And Literacy ◽  
High Point ◽  
The Past

Abstract. The relationship between narrative coherence in mother-child conversations about past events and children’s concurrent emergent literacy was examined in a sample of 32 Spanish-speaking, middle-class, Costa Rican mothers and their preschoolers. Coherence, as expressed in the constituents of high point narrative structure, was measured in reminiscing conversations about everyday events. Our purposes were twofold: 1) to see whether their co constructed narratives in talk about the past could be meaningfully examined for the constituents of high point narrative structure and 2) to explore the links between coherence in these narratives and children’s language and literacy skills. We found a full range of the constituents of high point structure in these conversations, with more advanced forms of narrative structure produced in conversations about the child’s misbehavior. Conversations about misbehavior events were most frequently in the form of classic, high point narratives. In addition, a rich set of relationships between coherence in reminiscing conversations and children’s language and literacy skills were observed. The results revealed similarities in the narrative practices found in this middle-class sample in Costa Rica to both middle-class families in other parts of the world and to conversation and cultural practices unique to Latino communities. 

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.

Cross-Cultural Assessment of Young Children's Language and Literacy Development

2008 ◽  
Vol 9 (2) ◽  
pp. 71-78 ◽  
Author(s):  
Angela Losardo ◽  
Angela Notari-Syverson ◽  
Thalia Coleman ◽  
Dawn C. Botts
Keyword(s):  
Literacy Development ◽  
Cross Cultural ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Literacy Assessments ◽  
Cultural Assessment ◽  
Language And Literacy Development ◽  
Increasing Demand

Abstract Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.

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