Effects of Phonics-Based Hanguel Instruction Program on Early Literacy of First-Graders with Reading Difficulty

Yeon Hee Moon; Yong Han Park

doi:10.29096/jee.33.4.07

A Response-to-Intervention Approach to Decreasing Early Literacy Differences in First Graders From Different Socioeconomic Backgrounds

Assessment for Effective Intervention ◽

10.1177/1534508408314170 ◽

2008 ◽

Vol 34 (1) ◽

pp. 35-42 ◽

Cited By ~ 6

Author(s):

Kristi S. Hagans

Keyword(s):

Response To Intervention ◽

Early Literacy ◽

First Graders ◽

Intervention Approach

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

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-18-0015 ◽

2019 ◽

Vol 50 (1) ◽

pp. 16-33 ◽

Cited By ~ 6

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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Addressing African American English in Early Literacy Assessment and Instruction

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.2.54 ◽

2008 ◽

Vol 15 (2) ◽

pp. 54-61 ◽

Cited By ~ 6

Author(s):

Nicole Patton Terry

Keyword(s):

African American ◽

Early Literacy ◽

American English ◽

Critical Role ◽

Literacy Skills ◽

African American English ◽

Literacy Assessment ◽

Learning To Read ◽

Speech Language Pathologist ◽

Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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Early Literacy Development in Speakers of African American English

Perspectives on School-Based Issues ◽

10.1044/sbi4.1.34 ◽

2003 ◽

Vol 4 (1) ◽

pp. 34-37

Author(s):

Iris A. Johnson

Keyword(s):

African American ◽

Early Literacy ◽

Literacy Development ◽

American English ◽

African American English ◽

Early Literacy Development

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Memorial Consequences of Environmental Context Change in Children and Adults

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000056 ◽

2010 ◽

Vol 57 (6) ◽

pp. 455-461 ◽

Cited By ~ 5

Author(s):

Alp Aslan ◽

Anuscheh Samenieh ◽

Tobias Staudigl ◽

Karl-Heinz T. Bäuml

Keyword(s):

Elementary School ◽

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

First Graders ◽

Fourth Graders ◽

Environmental Context ◽

Context Change ◽

Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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