The effects of an early history of otitis media on children's language and literacy skill development

2006 ◽  
Vol 76 (4) ◽  
pp. 727-744 ◽  
Author(s):  
Heather Winskel
Keyword(s):  
Otitis Media ◽  
Skill Development ◽  
Early History ◽  
Literacy Skill ◽  
Language And Literacy ◽  
History Of ◽  
Literacy Skill Development

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

scholarly journals Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8.

2015 ◽  
Vol 107 (1) ◽  
pp. 126-140 ◽  
Author(s):  
Kenneth Eklund ◽  
Minna Torppa ◽  
Mikko Aro ◽  
Paavo H. T. Leppänen ◽  
Heikki Lyytinen
Keyword(s):  
Skill Development ◽  
Familial Risk ◽  
Literacy Skill ◽  
Literacy Skill Development

Language-Impaired Preschoolers

1998 ◽  
Vol 41 (2) ◽  
pp. 407-418 ◽  
Author(s):  
Susan E. Stothard ◽  
Margaret J. Snowling ◽  
D. V. M. Bishop ◽  
Barry B. Chipchase ◽  
Carole A. Kaplan
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Peer Group ◽  
Delay Group ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Language And Literacy ◽  
Language Impaired ◽  
Language Problems ◽  
History Of

This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

Using Picture Books With Instructional Strategies to Address New Challenges and Teach Literacy Skills in a Digital World

2021 ◽  
pp. 38-58
Author(s):  
William Bintz ◽  
Lisa M. Ciecierski ◽  
Emma Royan
Keyword(s):  
Instructional Strategies ◽  
Picture Books ◽  
Mass Communication ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Digital World ◽  
History Of ◽  
New Challenges ◽  
Literacy Skill Development ◽  
Over Time

This chapter highlights new challenges that have developed over time in a digital world and use picture books with research-based instructional strategies to help teachers, K-8, address these challenges and develop student literacy skills at the same time. It identifies and describes picture books that teachers, K-8, can use as well as present instructional strategies that might be utilized to address these challenges and teach literacy skills in our ever-evolving digital world. This chapter consists of seven sections: 1) major technologies in the history of mass communication, 2) the digital world and pop culture, 3) using picture books to address new challenges in a digital world, 4) picture books and instructional strategies to support literacy skill development, 5) digital storytelling, 6) the need for caution, 7) suggested additional resources to address new challenges in a digital world.

Phonological Awareness Intervention and Basic Literacy Skill Development with Kiteracy-PiFo

2020 ◽  
pp. 319-325 ◽  
Author(s):  
Janio Jadán-Guerrero ◽  
Carlos Ramos-Galarza ◽  
María de los Angeles Carpio-Brenes ◽  
Tania Calle-Jimenez ◽  
Luis Salvador-Ullauri ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Skill Development ◽  
Literacy Skill ◽  
Literacy Skill Development
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