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.

Effects of Clinician-Guided Emergent Literacy Intervention Using Interactive Tablet Technology for Preschool Children With Cochlear Implants

2016 ◽  
Vol 38 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Kyle Brouwer ◽  
Hannah Downing ◽  
Sara Westhoff ◽  
Ryann Wait ◽  
Lavin K. Entwisle ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Mobile Application ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Response To Treatment ◽  
Print Knowledge

The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the other two had normal hearing. Clinicians utilized a mobile application to facilitate print knowledge (i.e., sound-symbol relationships) and to acquire new vocabulary. By the end of the study, all four children demonstrated improved familiarity with the targeted letter sounds and improved knowledge of the vocabulary words that were utilized during the study. The results of this study indicate that the mobile application, in combination with clinician scaffolding, was an effective tool for facilitating early literacy skills in preschool children. Prior print knowledge and vocabulary development appeared to be stronger indicators of response to treatment than hearing status.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

scholarly journals Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students

2019 ◽  
Vol 8 (2) ◽  
pp. 176
Author(s):  
Zeynep Dere
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Motor Coordination ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Instructional Level ◽  
Visual Motor

Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.

Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD

2020 ◽  
pp. 019874292097232
Author(s):  
Jason C. Chow ◽  
Kristen L. Granger ◽  
Michael D. Broda ◽  
Nicole Peterson
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Classroom Management ◽  
Multilevel Models ◽  
Literacy Skills ◽  
Future Research ◽  
Management Skills ◽  
Predictive Role ◽  
Letter Sound

The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.

Systematic Review and Meta-Analysis of Token Economy Practices in K-5 Educational Settings, 2000 to 2019

2021 ◽  
pp. 014544552110580
Author(s):  
Ji Young Kim ◽  
Daniel M. Fienup ◽  
Alice E. Oh ◽  
Ye Wang
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Production Rate ◽  
Meta Analysis ◽  
Token Economy ◽  
Effect Sizes ◽  
Fifth Grade ◽  
Future Research ◽  
Educational Settings ◽  
Token Economies

Token economy systems have been widely used as an evidence-based classroom management strategy to reinforce and improve prosocial responses. While token economies have been widely applied to educational settings, there have been mixed results regarding the effectiveness depending on the classroom type. To better understand the components contributing to the effectiveness, the researchers analyzed 24 token economy studies conducted in general and special education classrooms from kindergarten to fifth grade between 2000 and 2019. Eight token economy components and effect sizes were identified for each study and compared across different classroom types. The results showed that the token economy intervention yielded large effect sizes for both general and special education classroom types. There were differences in the usage of token components including backup reinforcer types, token production rate, and exchange production rate based on classroom types. Implications for future research and practice for educators and clinicians are discussed.

Embedded-Explicit Emergent Literacy Intervention I

2004 ◽  
Vol 35 (3) ◽  
pp. 201-211 ◽  
Author(s):  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Background Information ◽  
General Description ◽  
Intervention Model ◽  
Literacy Experiences ◽  
Speech Language Pathologist

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

Effects of Explicit and Non-explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Leslie D. Mackay ◽  
Kent Mcintosh
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Intervention Program ◽  
Development Program ◽  
Indigenous Communities ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Risk Category ◽  
Low Literacy ◽  
Before And After

Abstract Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum created to improve the early language skills of students aged three to five, but its effectiveness in improving early literacy skills has yet to be assessed. An enhanced Moe the Mouse® program, created by the first author, integrates explicit instruction in phonological awareness into the Moe the Mouse® program. The purpose of the current study was to evaluate the effectiveness of the two programs. One hundred Kindergarten students at six elementary schools participated in this study. A quasiexperimental pre-post cluster design with three conditions was used. Before and after the program, phonological awareness skills of the students were assessed. Across the intervention, statistically significant differences were found in relation to phonological skills. After the intervention, a statistically significantly smaller proportion of students from the enhanced Moe the Mouse® program fell in the “At Risk” category for later reading difficulties when compared to the other conditions. Additionally, both programs were rated by teachers as socially valid and culturally responsive.

scholarly journals The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

2011 ◽  
Vol 44 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Mindy Sittner Bridges ◽  
Hugh W. Catts
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Predictive Validity ◽  
Dynamic Assessment ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Screening Measure ◽  
Two Samples ◽  
Dynamic Screening

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample ( n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample ( n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.

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