A Story Grows in Rural Uganda: Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers’ School Readiness Skills

2019 ◽  
Vol 18 (3) ◽  
pp. 288-306 ◽  
Author(s):  
Geoff Goodman ◽  
Valeda F. Dent
Keyword(s):  
School Readiness ◽  
Play Intervention ◽  
Readiness Skills ◽  
Story Acting

Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries

2017 ◽  
pp. 182-213 ◽  
Author(s):  
Geoff Goodman ◽  
Valeda F. Dent
Keyword(s):  
School Readiness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Play Intervention ◽  
Story Reading ◽  
Rural Village ◽  
Before And After ◽  
Readiness Skills ◽  
Reading Activity ◽  
Story Acting

This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries

2019 ◽  
pp. 1174-1205
Author(s):  
Geoff Goodman ◽  
Valeda F. Dent
Keyword(s):  
School Readiness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Play Intervention ◽  
Story Reading ◽  
Rural Village ◽  
Before And After ◽  
Readiness Skills ◽  
Reading Activity ◽  
Story Acting

This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

Can Storytelling and Story-Acting by Low-Income Preschoolers Promote School Readiness?

2008 ◽  
Author(s):  
Ageliki Nicolopoulou ◽  
Aline de Sa ◽  
Hande Ilgaz ◽  
Kai Schnabel-Cortina ◽  
Carolyn Brockmeyer
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Story Acting

scholarly journals Income disparity in school readiness and the mediating role of perinatal maternal mental health: a longitudinal birth cohort study

2021 ◽  
Vol 30 ◽  
Author(s):  
E. C. Law ◽  
R. Aishworiya ◽  
S. Cai ◽  
A.-A. Bouvette-Turcot ◽  
B. F. P. Broekman ◽  
...  
Keyword(s):  
Mental Health ◽  
School Readiness ◽  
Birth Cohort ◽  
Growth Curve ◽  
Household Income ◽  
Repeated Measures ◽  
Maternal Mental Health ◽  
Child Outcomes ◽  
Readiness Skills ◽  
Pregnant Mothers

Abstract Aims There is compelling evidence for gradient effects of household income on school readiness. Potential mechanisms are described, yet the growth curve trajectory of maternal mental health in a child's early life has not been thoroughly investigated. We aimed to examine the relationships between household incomes, maternal mental health trajectories from antenatal to the postnatal period, and school readiness. Methods Prospective data from 505 mother–child dyads in a birth cohort in Singapore were used, including household income, repeated measures of maternal mental health from pregnancy to 2-years postpartum, and a range of child behavioural, socio-emotional and cognitive outcomes from 2 to 6 years of age. Antenatal mental health and its trajectory were tested as mediators in the latent growth curve models. Results Household income was a robust predictor of antenatal maternal mental health and all child outcomes. Between children from the bottom and top household income quartiles, four dimensions of school readiness skills differed by a range of 0.52 (95% Cl: 0.23, 0.67) to 1.21 s.d. (95% CI: 1.02, 1.40). Thirty-eight percent of pregnant mothers in this cohort were found to have perinatal depressive and anxiety symptoms in the subclinical and clinical ranges. Poorer school readiness skills were found in children of these mothers when compared to those of mothers with little or no symptoms. After adjustment of unmeasured confounding on the indirect effect, antenatal maternal mental health provided a robust mediating path between household income and multiple school readiness outcomes (χ2 126.05, df 63, p < 0.001; RMSEA = 0.031, CFI = 0.980, SRMR = 0.034). Conclusions Pregnant mothers with mental health symptoms, particularly those from economically-challenged households, are potential targets for intervention to level the playing field of their children.

School readiness skills at age four predict academic achievement through 5th grade

2021 ◽  
Vol 57 ◽  
pp. 110-120
Author(s):  
Courtney Ricciardi ◽  
Louis Manfra ◽  
Suzanne Hartman ◽  
Charles Bleiker ◽  
Laura Dineheart ◽  
...  
Keyword(s):  
Academic Achievement ◽  
School Readiness ◽  
Readiness Skills ◽  
5Th Grade

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

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