Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana

2015 ◽  
Vol 27 (2) ◽  
pp. 271-300
Author(s):  
Céu Teixeira ◽  
Rui A. Alves
Keyword(s):  
Early Literacy ◽  
Literacy Programme

scholarly journals Literacy lessons learnt from parents in a community programme

2016 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Dawn Cozett ◽  
Janet Condy
Keyword(s):  
Early Literacy ◽  
Cultural Values ◽  
Low Income ◽  
Case Study Research ◽  
Paulo Freire ◽  
Literacy Skills ◽  
Literacy Programme ◽  
Group Interviews ◽  
Home School Partnership

<p>The purpose of this study was to find out how parents can contribute to the early reading development of children in a Grade R class. The research was conducted in a low-income area in the Cape Flats. To gain a deeper understanding of the parents’ cultural values and aspirations when interacting with the Home-School Partnership Programme (HSPP) literacy programme, I elected to frame my study within the work of Paulo Freire, who argued that the purpose of education, at the time of his writing, was to make oppressed people passive. Qualitative data were gathered in a case study research design, utilising focus group interviews and semistructured questionnaire tools, as well as footage from a local broadcasting studio. The findings show that the parents, who were previously unable to assist their children with literacy skills at home, were keen to change and to be active partners in their children’s early literacy learning. This research is a descriptive example of how the home, the school and the community can collaborate in a meaningful and sustained way, especially in poverty-stricken areas where unemployment is rife.</p><p><strong>Keywords: </strong>case study, Grade R, literacy, parents; Paulo Freire; poverty; qualitative</p>

Perceptions of a culturally responsive school-based oral language and early literacy programme

2020 ◽  
pp. 1-10
Author(s):  
Taneal Norman ◽  
Wendy M. Pearce ◽  
Fiona Eastley
Keyword(s):  
Rural Communities ◽  
Early Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Educator Perceptions ◽  
Literacy Programme ◽  
Australian Aboriginal ◽  
School Based

Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

scholarly journals Co-production of family literacy projects to enhance early literacy development

2015 ◽  
Vol 10 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Cathy Nutbrown ◽  
Julia Bishop ◽  
Helen Wheeler
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Knowledge Exchange ◽  
Parental Engagement ◽  
Early Years ◽  
Literacy Programme ◽  
Content Type ◽  
Literacy Experiences ◽  
Early Literacy Development ◽  
Children's Literacy

Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

scholarly journals Dilemmas in Development Raised by a Teacher Training Project in Cambodia

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Maggie Gravelle
Keyword(s):  
Teacher Training ◽  
Early Literacy ◽  
Basic Education ◽  
Development Project ◽  
Technical Cooperation ◽  
Ministry Of Education ◽  
Literacy Programme ◽  
Training Project

The Cambodian Basic Education and Teacher Training Project (BETT) funded by the Belgian Technical Cooperation (BTC) programme and jointly implemented by BTC and the Cambodian Ministry of Education, Youth and Sport (MoEYS) includes an Early Literacy Programme (ELP). Being involved, as a consultant, in this development project has raised a number of issues, many of which are common to all such projects and some of which are specific to teacher training.

Identifying Key Factors in Library–School Partnerships to Deliver a Family Literacy Programme in Western Australia

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Caroline Barratt-Pugh ◽  
Heather Sparrow ◽  
Nola Allen
Keyword(s):  
Early Literacy ◽  
Western Australia ◽  
Family Literacy ◽  
Text Messaging ◽  
Kindergarten Teachers ◽  
Key Factors ◽  
Literacy Programme ◽  
School Partnerships ◽  
Partnership Model ◽  
Library School

Abstract Research indicates that partnerships between libraries and schools have potential to enhance early literacy. However, few studies have investigated the nature and outcomes of such collaborations. This paper reports on the findings from a qualitative study of a partnership between librarians and kindergarten teachers to implement a family literacy programme, developed by the State Library of Western Australia. The programme aims to facilitate connections between libraries, families and schools, to support early literacy. Using an interpretive paradigm, interviews were undertaken with 38 participants including State, branch, local and school librarians, kindergarten teachers and school principals in seven schools, to explore the effectiveness of the partnership model. The partnerships were highly valued, and participants reported confidence in the success of the co-operative model of programme delivery. However, there was little evidence of deep engagement across service sectors or sharing of expertise and resources. Four key factors that influenced the development and sustainability of partnerships are identified and discussed. Implications of the research are identified, which include the development of a library–school partnership framework and a literacy-text messaging programme. We conclude by suggesting that the partnership model could be replicated across other countries, maximising opportunities for cost efficiency while supporting better outcomes for families and children.

Early literacy programme as support for immigrant children and as transfer to early numeracy

2017 ◽  
Vol 187 (3-4) ◽  
pp. 672-689
Author(s):  
Ofra Korat ◽  
Aviva Gitait ◽  
Deborah Bergman Deitcher ◽  
Zmira Mevarech
Keyword(s):  
Early Literacy ◽  
Immigrant Children ◽  
Early Numeracy ◽  
Literacy Programme

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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