Using a multisensory storytelling approach to improve language and comprehension: A pilot study

2020 ◽  
pp. 026461962094534
Author(s):  
Cheryl Kamei-Hannan ◽  
Ya-Chih Chang ◽  
Mitch Fryling
Keyword(s):  
Pilot Study ◽  
Early Literacy ◽  
Visual Impairment ◽  
Listening Comprehension ◽  
Language Use ◽  
Literacy Skills ◽  
Future Research ◽  
Object Experience ◽  
Language Assessments ◽  
Child Characteristic

Tactile object boxes, object walks, and object experience books are common practices that are recommended for children with visual impairment to promote language development and early literacy skills. However, there is limited research on the effectiveness of these practices leading to variations of how these practices are implemented in the classrooms. This pilot study examined the effectiveness of a multisensory storytelling approach on listening comprehension and language use in three bilingual children with visual impairment. The results suggest that the multisensory storytelling approach is a promising intervention for children with visual impairment in increasing their language skills but there were differential effects based on child characteristic differences. Implications for practice and directions for future research toward language assessments and implementation of the multisensory storytelling approached are discussed.

scholarly journals A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder

2021 ◽  
pp. 026565902110520
Author(s):  
Anna Louise Taylor ◽  
Samuel David Calder ◽  
Simmone Pogorzelski ◽  
Stagoll Lauren Koch
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Disorder ◽  
Intervention Group ◽  
Literacy Skills ◽  
Future Research ◽  
Preliminary Evaluation ◽  
Developmental Language Disorder ◽  
Early Literacy Skills ◽  
Tier 1

Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.

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.

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

scholarly journals Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

2020 ◽  
Vol 40 (1) ◽  
pp. 6-23
Author(s):  
Jin Hee Hur ◽  
Patricia Snyder ◽  
Brian Reichow
Keyword(s):  
Systematic Review ◽  
Early Literacy ◽  
Language Learners ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Future Research ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Electronic Database Search

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism

2018 ◽  
Vol 34 (3) ◽  
pp. 303-317
Author(s):  
Laurice M Joseph
Keyword(s):  
Early Literacy ◽  
Word Identification ◽  
Children With Autism ◽  
Literacy Skills ◽  
Future Research ◽  
Early Literacy Skills ◽  
Phoneme Segmentation ◽  
Decoding Skills ◽  
Baseline Design ◽  
Phonological Decoding

The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a method that involves students placing plastic letters into respective divided sections of a drawn rectangle (i.e., boxes) as each sound in a word is articulated. This method is designed to help children acquire phonological decoding skills. A multiple baseline design across literacy skills was employed to study the effects of word boxes on phoneme segmentation, word identification, and spelling. This study is important, as it was the first to examine the effects of this method with students with autism. Results suggested that all students showed increases in phoneme segmentation and word identification, with two of the students showing some improvement in spelling. Limitations and implications for future research and practice are discussed.

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

Integrating Classwide Early Literacy Intervention and Behavioral Supports

2011 ◽  
Vol 14 (1) ◽  
pp. 56-64 ◽  
Author(s):  
Robert J. Volpe ◽  
Gregory I. Young ◽  
Maureen G. Piana ◽  
Anne F. Zaslofsky
Keyword(s):  
Classroom Management ◽  
Early Literacy ◽  
Learning Strategies ◽  
Token Economy ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Future Research ◽  
Empirically Supported ◽  
Directed Instruction

Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to prevent reading failure. The purpose of this study was to examine the effectiveness of KPALS with and without a classroom management strategy (CMS) consisting of posting and teaching classroom expectations and reinforcing them via a token economy for 20 kindergarten students from an urban elementary school in the northeastern United States. Results indicated an increase in the level of active engagement and teacher-directed instruction with the implementation of KPALS and CMS. Moreover, a clear improvement in students’ academic skills occurred with the addition of the CMS. Future research and practical implications are discussed.

Assessing Early Receptive Language Skills in Children With ASD

2016 ◽  
Vol 1 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Kristen Muller ◽  
Nancy Brady
Keyword(s):  
Language Skills ◽  
Prognostic Indicator ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Impairments ◽  
Literacy Skills ◽  
Future Research ◽  
Therapy Goals ◽  
Language Assessments ◽  
Language Measures

Language assessments play a large role in the diagnosis and treatment of autism spectrum disorders (ASD) because language impairments are often part of an ASD diagnosis and language status is a fundamental prognostic indicator for individuals with ASD. Receptive language forms the foundation for competent expressive language including literacy skills. Information from language assessments is also used to create therapy goals and monitor progress on these goals. Therefore, valid and accurate assessment of receptive language for individuals with ASD is paramount. Current assessments include tasks that are particularly difficult for individuals with ASD and often assess higher-level language skills and not emerging language skills, resulting in floor effects for individuals with ASD. Developing better receptive language measures is an important area for future research. Assessing and treating receptive language impairments will lead to improved expressive communication, including social communication, and literacy skills for individuals with ASD.

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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