The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

2021 ◽  
pp. 014272372110567
Author(s):  
Tessa Weadman ◽  
Tanya Serry ◽  
Pamela C. Snow
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Emergent Literacy ◽  
Oral Language ◽  
Content Validity ◽  
Rating Scale ◽  
Early Childhood Teachers ◽  
Face Validity ◽  
Book Reading ◽  
Shared Book Reading

Shared book reading in preschool settings plays an influential role in supporting children’s oral language and emergent literacy skills. Early childhood teachers can provide high-quality shared book reading experiences using extratextual utterances (reading beyond the story text) to maximise these learning outcomes. We report on the development and psychometric properties of the ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) tool, a comprehensive observational checklist designed to document early childhood teachers’ extratextual oral language and emergent literacy strategies during shared book reading. The ELLECCT measures teachers’ dialogic reading prompts, vocabulary promotion strategies, responsive statements, print knowledge and phonological awareness. The ELLECCT also contains a rating scale examining paralinguistic and nonverbal strategies used by early childhood teachers to support engagement during shared book reading interactions. The psychometric properties of the ELLECCT were measured in a four-phase process. Content validity was tested using the Content Validity Index and a three-round Delphi process was used to measure face validity. Both intra-rater and inter-rater reliability were evaluated from a sample of 32 shared book reading observations. The study findings provide preliminary evidence for the psychometric properties of the ELLECCT, such that it is judged as suitable for evaluation of early childhood teachers’ use of extratextual and paralinguistic strategies while engaged in shared book reading. We describe the ELLECCT’s potential application in both classroom coaching and training, and as a research tool, to support early childhood teachers’ skill-development during shared book reading.

scholarly journals Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content

2021 ◽  
Vol 46 (2) ◽  
pp. 29-56
Author(s):  
Tessa Weadman ◽  
◽  
Tanya Serry ◽  
Pamela C. Snow ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Emergent Literacy ◽  
Oral Language ◽  
Qualitative Content Analysis ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Book Reading ◽  
Course Content ◽  
Literacy Course

Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children’s oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers.

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

Adaptation of Cognitive Abilities Scale Into Turkish

2020 ◽  
pp. 368-385
Author(s):  
Fatma Elif Kilinç ◽  
Neriman Aral
Keyword(s):  
Psychometric Properties ◽  
Expert Opinion ◽  
Oral Language ◽  
Content Validity ◽  
Cognitive Abilities ◽  
Study Group ◽  
Validity And Reliability ◽  
Turkish Children ◽  
Reverse Translation ◽  
Culturally Disadvantaged

This study aimed to adapt Cognitive Abilities Scale-2 (CAS-2) Preschool (24-47 months) Form into Turkish by focusing on 24-36-month children and conduct validity and reliability studies. The study utilized the survey model and a study group which consisted of 60 socio-culturally disadvantaged 24-36-month children in Bolu province. CAS-2 Preschool Form includes five subscales: oral language, reading, mathematics, handwriting, and enabling behaviors. Translation and reverse translation procedures were used to adapt the scale developed in English into Turkish. Expert opinion was sought for content validity. Test-retest correlation and item-total score correlation consistency measures were used to examine the psychometric properties of the Turkish form. Results demonstrated that the scale is a valid and reliable instrument to determine cognitive abilities in 24-36-month Turkish children. Infant and pre-school forms are recommended to be used for 3-47-months at every socio-cultural level.

Behavioural couple therapy: measuring therapist competence

2020 ◽  
Vol 13 ◽  
Author(s):  
I. Rudolf von Rohr ◽  
S. Corrie ◽  
M.S. Fischer ◽  
D.H. Baucom ◽  
M. Worrell ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Content Validity ◽  
Couple Therapy ◽  
Formative Feedback ◽  
Face Validity ◽  
Future Research ◽  
List Type ◽  
Self Reflection ◽  
Therapist Competence ◽  
Two Stages

Abstract This paper outlines a pilot validation study of the newly developed Behavioural Couple Therapy Scale for Depression (BCTS-D). The BCTS-D aims to assess therapist competence in delivering behavioural couple therapy (BCT) and provide therapists with summative and formative feedback on their performance. Completed by both therapist and supervisor, this will aid therapists’ reflection on practice and improve performance. This paper will report on two stages in the development of the BCTS-D: (a) a study evaluating content validity, face validity and usability and (b) a focus group examining usability and utility. Both parts of the study were conducted in the context of a BCT training course and included 20 participants who were either BCT supervisors or BCT trainees. Results suggest that the BCTS-D has good face validity, content validity and usability, and provides a useful tool for promoting self-reflection and providing formative feedback. The studies also provided insight into the strengths of the scale and into areas of refinement, and a number of modifications were undertaken to improve the BCTS-D in response to feedback collected. Future research will need to focus on evaluating the psychometric properties of the BCTS-D and continue to adapt the scale to its users’ needs. Key learning aims (1) Readers will understand the importance of measuring therapists’ competence to improve practice. (2) Readers will understand the development of the BCTS-D scale and its initial psychometric properties. (3) Readers will know how to use the BCTS-D in everyday clinical practice. (4) Readers will know about the challenges of developing a therapist competence measure within a real-world clinical context.

Low- and high-text books facilitate the same amount and quality of extratextual talk

2017 ◽  
Vol 37 (4) ◽  
pp. 410-427 ◽  
Author(s):  
Amber Muhinyi ◽  
Anne Hesketh
Keyword(s):  
Oral Language ◽  
Book Reading ◽  
Shared Book Reading ◽  
Similar Amount ◽  
Text Book ◽  
Lexical Diversity ◽  
Level Of Abstraction ◽  
Oral Language Skills ◽  
Mean Length Of Utterance

Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.

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