Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms

2019 ◽  
pp. 63-88
Author(s):  
Hélène Makdissi ◽  
Andrée Boisclair ◽  
Pauline Sirois ◽  
Marie-Pierre Baron ◽  
Claudia E. Sanchez Arce
Keyword(s):  
Emergent Literacy

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.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

A Systematic Review of Emergent Literacy Interventions for Preschool-Age Children With Cochlear Implants

2016 ◽  
Vol 43 (Spring) ◽  
pp. 64-76
Author(s):  
Lavin K. Entwisle ◽  
Kyle Brouwer ◽  
Elizabeth Hanson ◽  
Jessica Messersmith
Keyword(s):  
Systematic Review ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Literacy Interventions ◽  
Preschool Age Children

Classroom Factors Impacting Emergent Literacy in At-Risk Preschoolers

2008 ◽  
Author(s):  
Jorge Gonzalez
Keyword(s):  
At Risk ◽  
Emergent Literacy

Assessing emergent literacy skills in preschool students attending Head Start

2010 ◽  
Author(s):  
Karen Gischlar ◽  
Patricia H. Manz
Keyword(s):  
Head Start ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Preschool Students ◽  
Emergent Literacy Skills

Effect of Home Literacy Environment on English and Spanish Proficiency and Emergent Literacy Skills of Bilingual Preschoolers

2009 ◽  
Author(s):  
Eva Benmeleh ◽  
Leanne Shapiro ◽  
Lyndsay Henry ◽  
Kristen Cunningham ◽  
Sarah Valley-Gray ◽  
...  
Keyword(s):  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Development of Emergent Literacy Skills Among Bilingual Preschoolers

2012 ◽  
Author(s):  
Arianna L. Boddy ◽  
Sarah Valley-Gray
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Emergent Literacy Skills
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