Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

2013 ◽  
Vol 48 (5) ◽  
pp. 482-494 ◽  
Author(s):  
Laura Justice ◽  
Jessica Logan ◽  
Joan Kaderavek ◽  
Mary Beth Schmitt ◽  
Virginia Tompkins ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Literacy ◽  
Language Impairment ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Early Literacy Skills

Understanding Risk for Reading Difficulties in Children With Language Impairment

2016 ◽  
Vol 59 (6) ◽  
pp. 1436-1447 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Laura M. Justice ◽  
Ann A. O'Connell ◽  
Jill M. Pentimonti ◽  
Joan N. Kaderavek
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Reading Difficulties ◽  
Recognition Task ◽  
Literacy Skills ◽  
Poor Readers ◽  
Early Literacy Skills ◽  
Poor Reading ◽  
Good And Poor Readers ◽  
Kindergarten Reading

Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

Supporting Early Literacy Skills through Preschool Writing Instruction in Therapeutic and Classroom Contexts

2014 ◽  
Vol 21 (3) ◽  
pp. 88-97 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Cynthia S. Puranik ◽  
Laura S. Tortorelli
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Writing Instruction ◽  
Writing Development ◽  
Language Impairments ◽  
Literacy Skills ◽  
Early Writing ◽  
Early Literacy Skills ◽  
Speech Language Pathologists ◽  
Early Childhood Classrooms

In this article, the authors outline how writing during the preschool years is connected with the development of literacy and briefly discuss research on early writing development in children with language impairments. Next, the authors describe ways in which early writing can be assessed and facilitated both in therapeutic contexts and early childhood classrooms, including the collaborative role speech-language pathologists (SLPs) can play in providing early writing support for preschoolers.

eye brings you another batch of the latest products and books on offerLearning with Nature: Embedding outdoor practice by Claire Warden (ISBN: 9781446287460). £23.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathLearning Theories in Childhood by Colette Gray and Sean MacBlain (ISBN: 9781473906464). £23.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathEarly Childhood Studies edited by Rod Parker-Rees and Caroline Leeson (ISBN: 9781473915923). £24.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathDeveloping Early Science Skills Outdoors by Marianne Sargent (ISBN: 9781909280847). £21.00. Published by Practical Pre-school Books. Tel: 0333 800 1900; www.practicalpreschoolbooks.com/Developing Early Literacy Skills Outdoors by Marianne Sargent (ISBN: 9781909280854). £21.00. Published by Practical Pre-school Books. Tel: 0333 800 1900; www.practicalpreschoolbooks.com/ Review by Martine HorvathPractitioner Research in Early Childhood by Linda Newman and Christine Woodrow Cross (ISBN: 9781845909529). £24.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathExamining Levels of Involvement in the Early Years: Engaging with children's possibilities edited by Annie Woods (ISBN: 9781138885011). £19.99. Paperback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Neil Henty

2016 ◽  
Vol 17 (12) ◽  
pp. 54-56
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Literacy Skills ◽  
Early Years ◽  
Childhood Studies ◽  
Early Literacy Skills ◽  
School Books

scholarly journals PENERAPAN MEDIA PEMBELAJARAN POP-UP BOOK ANAK USIA DINI PADA KELOMPOK B UNTUK MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL DI TK NUSA INDAH

2019 ◽  
Vol 2 (2) ◽  
pp. 49
Author(s):  
Rapi Halipani Matin ◽  
Euis Ety Rohaety ◽  
Lenny Nuraeni
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Design Research ◽  
Literacy Skills ◽  
Control Group ◽  
P Value ◽  
Test Results ◽  
Early Literacy Skills ◽  
Control Group Design ◽  
Significant Difference

One important aspect developed in early childhood is the ability of early literacy. For this reason, we need a learning media that can improve children's early literacy skills, one of which is pop-up book learning media. The purpose of this study was to determine the effect of using pop-up book learning media on children's early literacy abilities. This study used the Quasi Experiment method with the Nonequevalent Control Group Design research design. The pre-test results showed that there was no significant difference in the experimental group and the control group with a p-value> 0.05 which was 0.065> 0.05 which was tested by the Mann Whitney test results. While the post-test results showed that the initial literacy ability after the application of the pop-up book learning media had a significant difference with the p-value <0.05 which was 0.236. Thus the pop-up book learning media significantly influences early childhood literacy abilities. Based on this study, the study recommends early childhood educators so that the pop-up book learning media can be used as a medium of learning to improve children's early literacy skills.

Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

2019 ◽  
Vol 42 (3) ◽  
pp. 224-243
Author(s):  
Shayne B. Piasta ◽  
Brook Sawyer ◽  
Laura M. Justice ◽  
Ann A. O’Connell ◽  
Hui Jiang ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Controlled Trial ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Language And Literacy ◽  
Replication Studies ◽  
Language And Literacy Instruction

Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.

Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators

2018 ◽  
Vol 45 (3) ◽  
pp. 173-183 ◽  
Author(s):  
Aleksis P. Kincaid ◽  
Scott R. McConnell ◽  
Alisha K. Wackerle-Hollman
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Literacy Skills ◽  
Individual Growth ◽  
Current Status ◽  
Future Research ◽  
Early Literacy Skills ◽  
Development Indicators ◽  
School Year ◽  
Over Time

Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems to support this intervention have been developed, but to date we have little evidence of these systems’ outcomes when used at a broad scale in community-based preschool programs. For this broad purpose, two research questions were addressed: (a) How much progress do children make on language and early literacy skills over the course of one school year? and (b) What is the relationship between child characteristics, baseline performance, and growth on language and early literacy skills? Results indicated growth over time for all measures and relations between child age, gender, and free-or-reduced-price status and students’ performance at the beginning of the school year, but (with one exception) no relation between these covariates and growth over time. Discussion centers on current status of language and early literacy assessment in early childhood education as well as needs and issues to be addressed in future research and program development.

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