The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting

2020 ◽  
Vol 45 (3) ◽  
pp. 254-265
Author(s):  
Rachel Rachmani
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Control Group ◽  
Evidence Based ◽  
Early Childhood Setting ◽  
Post Intervention ◽  
Alphabet Knowledge ◽  
Letter Naming ◽  
Low Levels ◽  
Letter Sound

Phonological awareness (PA) and alphabet knowledge (AK) are two of the strongest predictors of reading acquisition, and evidence shows that many New Zealand children are entering school with low levels of emergent literacy (EL) skills. The current research showed that four-year-old children identified as having low levels of EL, who participated in an evidence-based 10-week intervention using games and books, made significant gains in PA and AK in comparison to a control group. The children were assessed pre-intervention and post-intervention using the Phonological Awareness Literacy Screening PreK and it was found that the PA and AK intervention used in this research was effective in significantly raising the levels of upper-case letter naming, letter-sound awareness and beginning sound awareness.

Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay

2004 ◽  
Vol 13 (3) ◽  
pp. 250-263 ◽  
Author(s):  
Susan Rvachew ◽  
Michele Nowak ◽  
Genevieve Cloutier
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Letter Recognition ◽  
Control Group ◽  
Language Therapy ◽  
Sound System ◽  
Perceptual Knowledge ◽  
Letter Sound ◽  
Perception Training ◽  
Experimental Group

Children with expressive phonological delays often possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the benefits of a perceptual approach to the treatment of expressive phonological delay. Thirty-four preschoolers with moderate or severe expressive phonological delays received 16 treatment sessions in addition to their regular speech-language therapy. The experimental group received training in phonemic perception, letter recognition, letter-sound association, and onset-rime matching. The control group listened to computerized books. The experimental group showed greater improvements in phonemic perception and articulatory accuracy but not in phonological awareness in comparison with the control group.

scholarly journals EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Beatrix Carnatia Sanoe ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Assessment ◽  
Control Group ◽  
School Students ◽  
Early Grade ◽  
Letter Sound ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

We Are in a Book : Using Metafictive Picture Books to Facilitate Emergent Literacy Goals

2020 ◽  
Vol 5 (5) ◽  
pp. 1120-1130
Author(s):  
Susan Hendler Lederer ◽  
Toni A. Abruzzino
Keyword(s):  
Best Practices ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Picture Books ◽  
Learning Opportunities ◽  
Early Language ◽  
Print Awareness ◽  
Alphabet Knowledge ◽  
Reading And Writing

Purpose Literature-based intervention is used to facilitate both early language and emergent literacy goals, which supports success in later reading and writing. Best practices in choosing picture books to facilitate specific goals are limited, but one line of research asserts that different genres align with different goals. However, metafiction is one genre that is yet to be explored as a context for facilitating emergent literacy goals. Metafiction uses a variety of devices to draw attention to itself as an artifact providing unique learning opportunities. The purposes of this clinical focus article are to (a) introduce the different devices authors use in metafictive writing, (b) correlate individual devices with specific foundational literacy goals targeted in therapy (i.e., oral language, phonological awareness, print awareness, and alphabet knowledge), and (c) provide a sample session. A variety of metafictive picture books will be offered to illustrate these connections. Conclusion Metafictive picture books provide a rich context for facilitating emergent literacy goals because of the specific devices authors use in these texts.

Enhancing language and print-concept skills by using interactive storybook reading in kindergarten

2017 ◽  
Vol 18 (4) ◽  
pp. 545-569 ◽  
Author(s):  
Einat Nevo ◽  
Vered Vaknin-Nusbaum
Keyword(s):  
Emergent Literacy ◽  
Test Performance ◽  
Intervention Group ◽  
Kindergarten Children ◽  
Control Group ◽  
Storybook Reading ◽  
Intervention Programme ◽  
Post Intervention ◽  
Print Concepts ◽  
Motivation To Read

The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.

scholarly journals A remote self-directed psychological intervention for the public: The PAUSE programme protocol

2021 ◽  
Vol 4 ◽  
pp. 84
Author(s):  
Owen Stafford ◽  
Cian Prendergast ◽  
Anna Berry ◽  
Niall Breslin ◽  
Eddie Murphy ◽  
...  
Keyword(s):  
Psychological Intervention ◽  
Well Being ◽  
Control Group ◽  
Evidence Based ◽  
Host Institution ◽  
Subjective Well Being ◽  
Post Intervention ◽  
Research Knowledge ◽  
Dissemination Strategy ◽  
Randomised Controlled

Background: This protocol outlines procedures for the development and evaluation of a remotely accessible intervention tool known as the ‘Psychology And yoU: Self-Enhancement programme’ (i.e., PAUSE programme). The PAUSE programme aims to support and promote psychological well-being using positive psychological concepts and principles. The programme has been developed in the context of the coronavirus disease 2019 pandemic, where effective and evidence-based remote interventions are needed. The PAUSE programme will provide users with valuable tools and skills that they may choose to implement in their daily lives, in order to foster and support positive mental well-being. The programme includes six modules: Well-being and Happiness; Healthy Body and Mind; Being Grateful and Savouring Life; Thought and Action; Strengthening Relationships; and Overcoming Challenges. Methods: Participants will be recruited using media outlets, social media, and professional networking websites in Ireland. Those who choose to participate in this study will be asked to complete a set of measures at baseline, immediate follow-up, and six weeks post-intervention. This will allow for changes in subjective well-being scores to be analysed and interpreted over time. This study adopts a Groups x Time design, with participants being randomly assigned to either an intervention or wait-list control group. Ethical approval is currently under review at the host institution. Dissemination: The dissemination strategy will follow the Evidence-based model for the Transfer and Exchange of Research Knowledge (EMTReK) and study findings will be prepared in line with various formats (e.g. study newsletters, conferences/meetings) in order to meet the needs of different audiences. Targeted and timely dissemination activities are anticipated, and the team intends to disseminate research in an ongoing manner, throughout the lifetime of the project. Registration: This RCT protocol is pre-results and has been registered with an international database resulting in an International Standard Randomised Controlled Trials Number (ISRCTN14772616)

scholarly journals Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages

2018 ◽  
Vol 8 (4) ◽  
pp. 175
Author(s):  
Wendy Gonzales ◽  
Marie Tejero Hughes
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
English Learners ◽  
Limited English Proficiency ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Intervention ◽  
Negative Effects ◽  
Native Languages ◽  
Letter Sound

The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child’s native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.

scholarly journals The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial

2021 ◽  
Vol 18 (1) ◽  
pp. 293
Author(s):  
Daniela Cardoso ◽  
Filipa Couto ◽  
Ana Filipa Cardoso ◽  
Elzbieta Bobrowicz-Campos ◽  
Luísa Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Educational Program ◽  
Intervention Group ◽  
Control Group ◽  
Evidence Based ◽  
Post Intervention ◽  
Undergraduate Nursing Students ◽  
Knowledge And Skills ◽  
Undergraduate Nursing ◽  
Cluster Randomized

Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.

Emergent literacy in children of immigrants coming from a primarily oral literacy culture

2010 ◽  
Vol 13 (1) ◽  
pp. 24-60 ◽  
Author(s):  
Michal Shany ◽  
Esther Geva ◽  
Liat Melech-Feder
Keyword(s):  
Individual Differences ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Proficiency ◽  
Environmental Literacy ◽  
Academic Failure ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Letter Naming ◽  
Emergent Literacy Skills

This study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Relationship between uric acid and creatinine in pre-diabetic and diabetic patients: Vidarbha region of Maharashtra

2020 ◽  
Vol 11 (3) ◽  
pp. 3412-3417
Author(s):  
Ranjit S. Ambad ◽  
Rakesh Kumar Jha ◽  
Lata Kanyal Butola ◽  
Nandkishor Bankar ◽  
Brij Raj Singh ◽  
...  
Keyword(s):  
Uric Acid ◽  
Serum Uric Acid ◽  
Type Ii Diabetes ◽  
Fasting Blood Glucose ◽  
General Medicine ◽  
Control Group ◽  
Diabetic Patients ◽  
Type Ii ◽  
Develop Type ◽  
Low Levels

Prediabetes is a glucose homeostasis condition characterized by decreased absorption to glucose or reduced fasting glucose. Both of these are reversible stages of intermediate hyperglycaemia providing an increased type II DM risk. Pre-diabetes can therefore be viewed as a significant reversible stage which could lead to type II DM, and early detection of prediabetes may contribute to type II DM prevention. Prediabetes patients are at high risk for potential type II diabetes, and 70 percent of them appear to develop Type II diabetes within 10 years. The present study includes total 200 subjects that include 100 Prediabetic patients, 50 T2DM patients and 50 healthy individual. Blood samples were collected from the subjects were obtained for FBS, PPBS, Uric acid and Creatinine estimation, from OPD and General Medicine Wards. Present study showed low levels of Serum Uric Acid in prediabetic and T2DM patients were decreased as compared to control group, while the level of creatinine in prediabetic and diabetic were elevated as compared to control group, were not statically significant. Serum Uric Acid was high in control group and low in prediabetic and diabetic patients. Serum creatinine was declined in control group and increased in prediabetic and diabetic patients with increasing Fasting blood glucose level.

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