scholarly journals Early screening of reading and writing difficulties in the first grade - a pilot study

Revista CEFAC ◽  
2021 ◽  
Vol 23 (3) ◽  
Author(s):  
Angela von Fritsch ◽  
Nathane Sanches Marques Silva ◽  
Maura Ligia Sanchez
Keyword(s):  
Early Literacy ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
First Grade ◽  
Literacy Skills ◽  
Second Grade ◽  
P Value ◽  
Early Screening ◽  
Phonological Skills ◽  
Literacy Process

ABSTRACT Purpose: to investigate the effectiveness of an early identification screening based on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test, 6th edition, to early identify first graders at risk of dyslexia. Methods: the sample comprised 34 children assessed at two moments - the screening was conducted while they were in the first grade, while a word dictation was used when they were in the second grade. The data were analyzed with Pearson’s correlation test, linear regression analysis, and ANOVA, with a p-value ≤ 0.05. Results: the results provide evidence that agrees with other studies in that children with signs of risk of dyslexia differ from children with typical development in terms of less phonological skills and that these differences are already present at the beginning of the literacy process. Conclusion: the early screening allows for the identification of the risk factors for dyslexia, making it possible to implement preventive and personalized phonological skills training to make the literacy process easier.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

Low-Cost and Scalable Classroom Equipment to Promote Physical Activity and Improve Education

2015 ◽  
Vol 12 (9) ◽  
pp. 1259-1263 ◽  
Author(s):  
Shelly K. McCrady-Spitzer ◽  
Chinmay U. Manohar ◽  
Gabriel A. Koepp ◽  
James A. Levine
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Early Literacy ◽  
Low Cost ◽  
First Grade ◽  
Baseline Period ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Public Elementary School ◽  
School Year

Background:We tested a low-cost and scalable set of classroom equipment, called Active Classroom Equipment, which was designed to promote physical activity while children learn. We hypothesized the Active Classroom Equipment would be associated with increased physical activity without impairing learning.Methods:Fourteen first-grade students in a public elementary school (7 females, 7 males, aged 6.9 ± (SD) 0.4 years, 24 ± 5.4 kg, BMI 15.8 ± 2.6 kg/m2) used the Active Classroom Equipment for 30 minutes each day throughout the school year. Five-day physical activity was measured using validated triaxial accelerometers at baseline (before the intervention began) and on 4 sequential occasions during the 9-month intervention.Results:For the baseline period, 5-day physical activity averaged 157 ± 65 AU/min. When the 14 children accessed the Active Classroom Equipment, their mean 5-day physical activity was 229 ± 103 Acceleration Units (AU)/min (P < .0001). There were sequential increases in physical activity over the 9-month intervention (Quarter 1: 163 ± 94 AU/min, Quarter 2: 227 ± 108 AU/min, Quarter 3: 278 ± 61 AU/min, Quarter 4: 305 ± 65 AU/min). Students’ Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores improved.Conclusion:Active Classroom Equipment may be one approach to increase physical activity.

scholarly journals Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia

2017 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Tamara Chansa-Kabali
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Parental Education ◽  
First Grade ◽  
Literacy Skills ◽  
Home Literacy ◽  
First Year ◽  
Literacy Outcomes ◽  
Low Income Families ◽  
Teaching Letters

Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.

Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners

2009 ◽  
Vol 32 (3) ◽  
pp. 143-162 ◽  
Author(s):  
Lisa Klett Gyovai ◽  
Gwendolyn Cartledge ◽  
Lefki Kourea ◽  
Amanda Yurick ◽  
Lenwood Gibson
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Reading Intervention ◽  
English Language ◽  
Early Reading ◽  
First Grade ◽  
Literacy Skills ◽  
Baseline Design ◽  
Early Reading Intervention

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

scholarly journals The Effect of Joining Non-Formal Education and English Achievement

2019 ◽  
Vol 4 (1) ◽  
pp. 15-21
Author(s):  
Sherly Marliasari ◽  
Riris Oktaviani
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Quantitative Research ◽  
Formal Education ◽  
Linear Regression Analysis ◽  
Second Grade ◽  
P Value ◽  
Pearson Product Moment Correlation ◽  
Second Grade Students ◽  
English Achievement

The study aims to investigate the correlation between joining non-formal education and the English achievement of the second-grade students of SMA Negeri 2 Palembang. The problems of this study were: Is there any correlation between joining non-formal education and English achievement of the second-grade students of SMA Negeri 2 Palembang? And What does taking an English course gives impact toward English achievement of the second-grade students of SMA Negeri 2 Palembang? The method of this study used quantitative research. The total number of the sample was 52 students. The questionnaire and document were used to collect the data which were analyzed by using Pearson Product Moment correlation and Linear Regression analysis. The findings showed that: (1) there was a significant correlation between joining non-formal education and English achievement (r= .845), (2) there was a significant impact of taking English courses and students' English achievement (p-value= .000).

SHELL: Oral Language and Early Literacy Skills in Kindergarten and First-Grade Children

1995 ◽  
Vol 10 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Catherine E. Snow ◽  
Patton O. Tabors ◽  
Petra A. Nicholson ◽  
Brenda F. Kurland
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
First Grade ◽  
Literacy Skills ◽  
Early Literacy Skills

Examining the Relations Between Instructional-Level Data and Intervention Response in Early Writing

2017 ◽  
Vol 43 (3) ◽  
pp. 157-168
Author(s):  
David C. Parker ◽  
Matthew K. Burns ◽  
Kristen L. McMaster ◽  
Stephanie Al Otaiba ◽  
Amanuel Medhanie
Keyword(s):  
Early Literacy ◽  
Growth Pattern ◽  
Theoretical Models ◽  
First Grade ◽  
Literacy Skills ◽  
Growth Patterns ◽  
Writing Intervention ◽  
Writing Interventions ◽  
Level Data ◽  
Instructional Level

The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students’ initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed.

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