The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors

2018 ◽  
Vol 14 (2) ◽  
pp. 156-173 ◽  
Author(s):  
Elizabeth Soslau ◽  
Nicholas Bell
Keyword(s):  
Teacher Candidates ◽  
Skill Development ◽  
Literacy Skill ◽  
Field Instructors ◽  
White Teacher ◽  
Self Study ◽  
Literacy Skill Development

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.

scholarly journals Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8.

2015 ◽  
Vol 107 (1) ◽  
pp. 126-140 ◽  
Author(s):  
Kenneth Eklund ◽  
Minna Torppa ◽  
Mikko Aro ◽  
Paavo H. T. Leppänen ◽  
Heikki Lyytinen
Keyword(s):  
Skill Development ◽  
Familial Risk ◽  
Literacy Skill ◽  
Literacy Skill Development

Phonological Awareness Intervention and Basic Literacy Skill Development with Kiteracy-PiFo

2020 ◽  
pp. 319-325 ◽  
Author(s):  
Janio Jadán-Guerrero ◽  
Carlos Ramos-Galarza ◽  
María de los Angeles Carpio-Brenes ◽  
Tania Calle-Jimenez ◽  
Luis Salvador-Ullauri ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Skill Development ◽  
Literacy Skill ◽  
Literacy Skill Development

scholarly journals Information Literacy Skill Development and Assessment in Engineering

2020 ◽  
Author(s):  
Senay Purzer ◽  
Michael Fosmire ◽  
Amy Van Epps ◽  
Ruth Wertz ◽  
Kerrie Douglas
Keyword(s):  
Information Literacy ◽  
Skill Development ◽  
Literacy Skill ◽  
Literacy Skill Development

scholarly journals Audiobooks as a Window to the World

2021 ◽  
pp. 92-97
Author(s):  
Maria Cahill ◽  
Jennifer Richey
Keyword(s):  
Children's Literature ◽  
Skill Development ◽  
Empirical Studies ◽  
Children’S Literature ◽  
Literacy Skill ◽  
The World ◽  
Different Types ◽  
Literacy Skill Development ◽  
Children's Interests

Library, literacy, and children’s literature professionals promote the benefits of transacting with audiobooks, and awards are bestowed upon audiobooks worldwide. Research spanning decades and conducted worldwide has explored the use of audiobooks for promoting literacy skill development. These studies have explored various uses of audiobooks and report mixed results for different types of readers and for readers of varying levels of proficiency. Yet, huge gaps exist in the research with many aspects of audiobook use still uninvestigated. This paper reports the disconnect between professionals’ claims regarding the benefits of audiobooks for children and those verified by empirical studies. It identifies the gaps in the scholarship surrounding audiobooks and calls attention to those areas in which audiobooks have potential to support children’s interests and needs.

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