Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

Literacy ◽  
2014 ◽  
Vol 48 (3) ◽  
pp. 155-163 ◽  
Author(s):  
Claire Pillinger ◽  
Clare Wood
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Early Literacy ◽  
Parental Attitudes ◽  
Literacy Skills ◽  
Shared Reading ◽  
Dialogic Reading ◽  
Early Literacy Skills ◽  
The Impact

scholarly journals A shared reading intervention with parents to enhance young children's early literacy skills

2013 ◽  
Vol 184 (11) ◽  
pp. 1531-1549 ◽  
Author(s):  
Susan S.H. Sim ◽  
Donna Berthelsen ◽  
Susan Walker ◽  
Jan M. Nicholson ◽  
Ruth Fielding-Barnsley
Keyword(s):  
Early Literacy ◽  
Reading Intervention ◽  
Literacy Skills ◽  
Shared Reading ◽  
Early Literacy Skills

Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Diane M. Browder ◽  
Lynn Ahlgrim-Delzell ◽  
Ginevra Courtade ◽  
Susan L. Gibbs ◽  
Claudia Flowers
Keyword(s):  
Developmental Disabilities ◽  
Early Literacy ◽  
Language Proficiency ◽  
Significant Interaction ◽  
Interaction Effects ◽  
Literacy Skills ◽  
Future Research ◽  
Control Group ◽  
Early Literacy Skills ◽  
The Impact

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

Talk—An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study

2021 ◽  
pp. 1-17
Author(s):  
Marinella Majorano ◽  
Rachele Ferrari ◽  
Beatrice Bertelli ◽  
Valentina Persici ◽  
Tamara Bastianello
Keyword(s):  
Preschool Children ◽  
Pilot Study ◽  
Early Literacy ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Intervention Programme

An investigation into the early literacy skills of English second language learners in South Africa

2020 ◽  
Vol 45 (2) ◽  
pp. 142-154
Author(s):  
Aileen Manten ◽  
Mia le Roux ◽  
Salomé Geertsema ◽  
Marien Graham
Keyword(s):  
South Africa ◽  
Second Language ◽  
Early Literacy ◽  
Language Learners ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
English Second Language ◽  
Literacy Success ◽  
The Impact

This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.

scholarly journals PRESERVICE TEACHERS’ KNOWLEDGE AND AWARENESS OF SUPPORTING EARLY LITERACY

2021 ◽  
Author(s):  
Aylin Sop ◽  
Zuhal Çeliktürk Sezgin
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Early Literacy ◽  
School Readiness ◽  
Study Data ◽  
Literacy Skills ◽  
Letter Recognition ◽  
Early Age ◽  
Research Approach ◽  
Early Literacy Skills

This study aims to investigate preschool and primary school preservice teachers’ knowledge and awareness of early literacy skills. Basic qualitative research approach was applied and data were collected through interview forms. A total of 158 preservice teachers (78 preschool preservice teachers and 80 primary school preservice teachers) attending the faculty of education at a state university in Turkey participated in the study. Data obtained from the participants were content analyzed. The results revealed that preservice teachers studying at both departments are familiar with early literacy skills while they have limited knowledge of its content and sub-skills. It is also found that most of the preschool preservice teachers define early literacy as letter recognition and pronunciation, school readiness and learning how to read and write at an early age; and primary school preservice teachers as learning how to read and write at an early age. Since preservice teachers representing both groups have misconceptions about the concept of early literacy, it would be appropriate to organize courses that offer examples of classroom practices concerning early literacy skills for preservice teachers attending the undergraduate program

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

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