scholarly journals Using Errorless Learning and Discrimination Training to Teach Early Literacy Skills in a Pre-School Setting

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Elisa P. Belfiore ◽  
Phillip J. Belfiore
Keyword(s):  
Early Literacy ◽  
Discrimination Training ◽  
Single Case ◽  
School Setting ◽  
Literacy Skills ◽  
Errorless Learning ◽  
Intervention Package ◽  
Post Intervention ◽  
Baseline Design ◽  
Text Reading

This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

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.

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.

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.

A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan

2019 ◽  
Vol 47 (2) ◽  
pp. 401-417
Author(s):  
Chien-Ju CHANG ◽  
Ya-Hui LUO
Keyword(s):  
Longitudinal Study ◽  
Early Literacy ◽  
Literacy Skills ◽  
Book Reading ◽  
Language And Literacy ◽  
Language Performance ◽  
Joint Book Reading ◽  
Early Literacy Development ◽  
Text Reading ◽  
Maternal Interaction

AbstractThis longitudinal study examines change in maternal interaction strategies in Taiwanese mothers across time, and the synchronic and diachronic relationships between maternal interaction strategies and children's language and early literacy skills. Forty-two mother–child dyads participated in this study. Their interactions during joint book-reading were tape-recorded, transcribed, and analyzed when the children were fourteen, twenty-six, and thirty-six months of age. The children received a battery of language and early literacy tests when they were thirty-six months old. Findings showed that Taiwanese mothers adjusted their use of interaction strategies as their children grew. Maternal use of description, performance, prediction inference, and print-related talk were positively correlated with their children's language and literacy skills. Significant negative correlations were found between use of task-behavioral regulation strategy and text reading in mothers and their children's language performance. This study suggests that age-appropriate interaction strategies are important for children's language and early literacy development.

Tracing Student Responsiveness to Intervention With Early Literacy Skills Indicators: Do They Reflect Growth Toward Text Reading Outcomes?

2012 ◽  
Vol 33 (1-2) ◽  
pp. 47-77 ◽  
Author(s):  
Nathan H. Clemens ◽  
Alexandra Hilt-Panahon ◽  
Edward S. Shapiro ◽  
Myeongsun Yoon
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Reading Outcomes ◽  
Text Reading

The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability

2018 ◽  
Vol 123 (5) ◽  
pp. 474-494 ◽  
Author(s):  
Jill H. Allor ◽  
Diane B. Gifford ◽  
Francesca G. Jones ◽  
Stephanie Al Otaiba ◽  
Paul Yovanoff ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Single Case ◽  
Literacy Skills ◽  
Single Case Design ◽  
Literacy Curriculum ◽  
Students With Special Needs ◽  
Cumulative Practice ◽  
Academic Year ◽  
Case Design

Abstract The purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63. The study was conducted across one academic year in two private schools for students with special needs. Results showed that all eight students demonstrated significant growth on proximal measures of taught words, as well as growth on at least some curriculum-based distal measures. Additionally, the program was demonstrated to be feasible; the teachers implemented the intervention with high degrees of fidelity and expressed satisfaction with the effectiveness and practicality of the program.

scholarly journals Effectiveness of Water, Sanitation and Hygiene (WASH) Intervention for School going Children on Hygiene Practices, Absenteeism, Diarrhea, and Respiratory Infection: An Interventional Study Protocol

2021 ◽  
pp. 77-87
Author(s):  
Sarika Dakhode ◽  
Abhay Gaidhane
Keyword(s):  
Respiratory Infection ◽  
School Environment ◽  
School Setting ◽  
School Level ◽  
Tribal Community ◽  
Intervention Package ◽  
Interventional Study ◽  
Post Intervention ◽  
Hygiene Practices ◽  
Sanitation And Hygiene

Introduction: Safe drinking water, sanitation and hygiene beyond the household, and particularly in the school setting, are crucial to the health and education of children. Ashram schools where children from tribal community are taking education in India are mostly ignored. Thus, inclusion of water, sanitation and hygiene (WASH) in schools as part of the SDG, necessitates assessing the coverage and utilization in all types of schools; Government, private, funded including Ashram (residential) schools. Hence, we plan this research to study the effectiveness of proposed WASH in Ashram school with regards to hygiene practices, diarrheal diseases, respiratory infection and school absenteeism. Methods: Interventional study will be conducted in all eight Ashram schools of Wardha district. Baseline data regarding WASH practices and absenteeism, diarrhea, and respiratory infection will be collected. Intervention model for adopting safe WASH practices will be developed implemented in randomly selected four ashram schools. Survey and interview questionnaire will be adopted from UNICEF monitoring package modules. Children of forth, fifth and sixth classes (460), teachers, and Principles(8) will be interviewed; and school environment will be reviewed. After collection of post intervention data in ODK tool, descriptive statistics, two-sample t-tests and unadjusted mean percentages for all outcome variables were calculated by aggregating individual-level data to the school level. Conclusion: The intervention package is based on community mobilization and participation; life skill education, capacity building of school staff related to WASH. This will contribute to bring long term changes and improvement in health status and academic performance of school children.

An Inclusive Approach to Improving Early Literacy Skills of Students with Emotional and Behavioral Disorders

2005 ◽  
Vol 30 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Joseph H. Wehby ◽  
Kathleen L. Lane ◽  
Katherine B. Falk
Keyword(s):  
General Education ◽  
Early Literacy ◽  
Behavioral Disorders ◽  
Classroom Practice ◽  
Reading Program ◽  
Literacy Skills ◽  
Word Fluency ◽  
Baseline Design ◽  
Nonsense Word Fluency ◽  
The Impact

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed.

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.

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