scholarly journals Literacy development of English language learners: The outcomes of an intervention programme in grade R

2010 ◽  
Vol 57 (1) ◽  
Author(s):  
Anna-Mari Olivier ◽  
Christine Anthonissen ◽  
Frenette Southwood
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Literacy Skills ◽  
Control Groups ◽  
Intervention Programme ◽  
Emergent Literacy Skills

This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs), i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004) and were compared to those of English first language (L1) and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.

Teaching Emergent Literacy Skills Using Cultural Contextual Story-Based Lessons

2009 ◽  
Vol 34 (3-4) ◽  
pp. 102-112 ◽  
Author(s):  
Fred Spooner ◽  
Christopher J. Rivera ◽  
Diane M. Browder ◽  
Joshua N. Baker ◽  
Spencer Salas
Keyword(s):  
English Language Learners ◽  
Intellectual Disability ◽  
Emergent Literacy ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Literacy Skills ◽  
Skill Sets ◽  
Emergent Literacy Skills ◽  
Severe Intellectual Disability

Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an English-language learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications 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.

Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten

2012 ◽  
Vol 26 (6) ◽  
pp. 889-912 ◽  
Author(s):  
Karen L. Ford ◽  
Sonia Q. Cabell ◽  
Timothy R. Konold ◽  
Marcia Invernizzi ◽  
Lauren B. Gartland
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Spanish Speaking

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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