scholarly journals Development of early literacy skills: A Comparison of two early literacy programmes

2020 ◽  
Vol 11 (2) ◽  
pp. 51-72
Author(s):  
Zuzana Petrová ◽  
Oľga Zápotočná ◽  
Kamila Urban ◽  
Marek Urban
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Literacy Practices ◽  
Educational Practice ◽  
Literacy Skills ◽  
Comprehension Monitoring ◽  
Literacy Curriculum ◽  
Literacy Events ◽  
Wide Range ◽  
Level Of Understanding

AbstractThe aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. Results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.

scholarly journals Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana

2015 ◽  
Vol 7 (3) ◽  
pp. 31
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Parental Involvement ◽  
Early Literacy ◽  
Parental Support ◽  
Parental Education ◽  
Literacy Practices ◽  
Educational Achievement ◽  
Critical Factor ◽  
Educational Background ◽  
Literacy Skills ◽  
Early Academic Achievement

<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is<br />found to be the number one critical factor contributing positively to language and emergent<br />literacy. Home reading activities in which parents are involved significantly influence<br />achievements in reading as well as in language comprehension and expressive language skills.<br />This report also points to possible link between educational background of parents and<br />children’s reading achievement at the pre-school: the higher the parental education background,<br />the higher the level of home involvement predicting children’s early achievement in literacy<br />skills.</p>

Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

2009 ◽  
Vol 10 (3) ◽  
pp. 218-231 ◽  
Author(s):  
Tamara Glupczynski Spencer
Keyword(s):  
New York ◽  
New York City ◽  
Early Literacy ◽  
Literacy Practices ◽  
High Stakes Testing ◽  
Literacy Curriculum ◽  
High Stakes ◽  
School Based ◽  
Using Data ◽  
Reading First Initiative

In this article, the author explores the implementation of the K-3 Reading First initiative and its recommendation for scientifically based reading curricula. During a time of high-stakes testing and accountability, this policy has emphasized a skills-based approach to reading and placed importance on scripted teaching models. Using data from a qualitative study in a public school in New York City, the author draws on the experiences of one young child to see how the standardization of early literacy curriculum shaped his school-based literacy practices.

Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills

2017 ◽  
Vol 52 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Lori E. Skibbe ◽  
Dorit Aram
Keyword(s):  
Cerebral Palsy ◽  
Early Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Literacy Activities ◽  
Children's Writing ◽  
Children's Literacy ◽  
Letter Sound ◽  
Writing Activity

Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children’s writing errors, and frequently provided physical supports to children during the writing activity. Mothers’ reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children’s literacy skills. Findings suggest that mothers can bolster their children’s literacy skills through carefully orchestrated writing activities when children have CP.

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.

A long-term predictive validity study: Can the CDI Short Form be used to predict language and early literacy skills four years later?

2012 ◽  
Vol 40 (4) ◽  
pp. 821-835 ◽  
Author(s):  
DILARA DENIZ CAN ◽  
MARIKA GINSBURG-BLOCK ◽  
ROBERTA MICHNICK GOLINKOFF ◽  
KATHRYN HIRSH-PASEK
Keyword(s):  
Language Development ◽  
Early Literacy ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Short Form ◽  
Parent Report ◽  
Literacy Skills ◽  
Hierarchical Regression ◽  
Expressive Vocabulary ◽  
Decoding Skills

ABSTRACTThis longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age=1 ; 10). Four years later (mean age=6 ; 1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decoding skills. Hierarchical regression analyses revealed that early expressive vocabulary accounted for 17% of the variance in picture vocabulary, 11% of the variance in syntax, and 7% of the variance in semantics, while not accounting for any variance in pragmatics in kindergarten. CDI-SF scores did not predict code-related skills in kindergarten. The importance of early vocabulary skills for later language development and CDI-SF as a valuable research tool are discussed.

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

scholarly journals Digital Literacy

Communication ◽  
2019 ◽  
Author(s):  
Troy Hicks ◽  
Katherine Baleja ◽  
Mingyuan Zhang
Keyword(s):  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Instant Messaging ◽  
Literacy Skills ◽  
Adolescent And Young Adult ◽  
Ict Literacy ◽  
Wide Range ◽  
Print Communication ◽  
K 12

For centuries, both the technologies of literacy—from cuneiform tablets to the printing press to, most recently, the smartphone—as well as the practices of reading, writing, listening, speaking, viewing, and visually representing have evolved. In the late 1990s, with the emergence of the hyperlinked and increasingly visual form of the Internet known as the World Wide Web, researchers, journalists, and educators began to use the term “digital literacy” to describe and differentiate emerging practices that were considered new, or at least different, from linear, text-centric literacy practices. To be digitally literate, competent learners would need to perform equally as well in face-to-face and print communication, as well as with emerging online tools such as discussions boards, instant messaging, and email. Along with the introduction of the term “digital literacy,” a number of related—and often considered synonymous—terms have emerged from various perspectives including “computer literacy,” “information communication technologies (ICT) literacy,” “information literacy,” “media literacy,” “new literacy(ies),” and “multiliteracies.” In an effort to clarify definitions and to distinguish between other entries in the Oxford Bibliographies, “digital literacy” is defined here as the complementary and interwoven skills, both technical and social, that people must employ when using Internet-based communication—including hypertext, images, audio, and video—to consume and create messages across a variety of academic, civic, and cultural contexts. Digital literacy, then, has particular significance within the realm of education. Often positioned as a set of skills and dispositions on par with—or in some cases, even more important than—traditional literacy skills of reading and writing, digital literacy has taken a prominent role in academic conversations from early childhood education through adolescent and young adult learning. Additionally, references to digital literacy are now common in conversations outside of school as well. This bibliography focuses attention on digital literacy in K-12 contexts, with reference to out-of-school and global contexts, drawing attention to the wide range of educational scholarship that embraces the study of digital literacy including research in linguistics and sociology as well as education.

“But what about the beginning?”

2020 ◽  
Author(s):  
Kimberly R. Kelly ◽  
Grace Ocular ◽  
Jennifer Zamudio ◽  
Jesus Plascencia
Keyword(s):  
Qualitative Analysis ◽  
Early Literacy ◽  
Mixed Model ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Quantitative Approach ◽  
Past Event ◽  
Common Structure ◽  
Model Study ◽  
Structural Coherence

Abstract This mixed model study first implemented a quantitative approach to investigate the structural coherence of the narratives that 3- to 6-year old children construct with and without their mothers. We then employed qualitative analysis to identify and categorize strategies that mothers used to scaffold their children’s developing sequencing skill during narrative conversations. Analysis of 233 co-constructed and 209 independent past-event narratives from 65 mother-child dyads revealed that the children produced narratives with a range of structural coherence both independently and with maternal assistance. Chronological narratives were the most common structure produced with and without assistance, but leapfrog narratives persisted in the dyadic context. Five distinct patterns of maternal strategies that provided chronological structure to their children’s leapfrogs emerged. We discuss the ways in which the maternal strategies identified promote early literacy skills through scaffolding and modeling school-like literacy practices in everyday conversations.

Early Literacy: A Developmental and Comparative Analysis

1996 ◽  
Vol 20 (1) ◽  
pp. 49-60
Author(s):  
G. Robinson ◽  
C. M. Rutten
Keyword(s):  
Comparative Analysis ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
Word Reading ◽  
Literacy Skills ◽  
Developmental Model ◽  
Developmental Sequence ◽  
Skill Levels ◽  
Concepts About Print ◽  
Better Than

In two experiments, the acquisition of literacy skills by three to six year olds was examined to (1) assess a possible developmental sequence of knowledge about print and word reading, and (2) compare the skill levels of good and poor six year old readers using a developmental model.The first experiment involved 30 three, four and five year olds from a preschool and primary school who were assessed on a battery of tasks designed to measure five aspects of awareness of print and word reading concepts. The five aspects assessed were concepts about print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge and word reading. Analysis of the data showed a developmental expansion of print related concepts and skills with age.In the second experiment, using similar methodology, 25 good six year old readers performed significantly better than 22 poor six year old readers across all component measures and a developmental lag reading disability model was thus implied.

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