Download or read book Effects of a Pre recorded Parent child Shared Reading Intervention on At risk Preschool Children s Phonological Awareness Skills written by Sean R. Noe and published by . This book was released on 2012 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children's phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children's books with embedded early literacy activities three times each with a parent. Children's progress was monitored following completion of each book through a series of brief early literacy measures conducted at the children's school. Data were analyzed through visual inspection of each child's graphs for each outcome measure. This pre-recorded parent-child shared reading intervention had positive effects on five of the seven children's early literacy skills. Positive effects demonstrate the potential for children at risk for reading difficulty to benefit from early literacy activities in the home. However, some parents had difficulty completing the activities. Increasing linkages between home and school may lend additional support for parents and children who failed to make progress.

Download or read book A Reading and Language Intervention for Children with Down Syndrome Teacher s Handbook written by Kelly Burgoyne and published by Down Syndrome Education International. This book was released on 2012-12-11 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Reading and Language Intervention for Children with Down Syndrome (RLI) teaches language and literacy skills following evidence-based principles adapted to meet the children’s specific learning needs. It is designed for pupils with Down syndrome aged 5 to 11 years. The intervention is suitable for beginning readers through to those with reading ages up to 8 years and for students with a wide range of language abilities. Teaching is adapted to meet individual needs through initial assessments of skills and regular monitoring of progress. Together with two accompanying DVDs illustrating teaching techniques and a CD of resources, the handbook offers teachers and teaching assistants the detailed guidance, assessment tools and example teaching materials needed to implement the intervention.

Download or read book Reading Behaviors of Parents to Develop Phonological Awareness in Preschool Children written by Stadler Marie A. and published by . This book was released on 2001 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Parent Interventionists in Phonodialogic Emergent Reading with Preschool Children written by Sabra B. Gear and published by . This book was released on 2010 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Phonological Awareness Instruction on Pre reading Skills of Preschool Children At risk for Reading Disabilities written by Yi-Wei Hsin and published by . This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The study investigated whether phonological awareness instruction, based on Phonological Awareness Training for Reading (Torgesen & Bryant, 1994), was effective in improving the phoneme-blending, phoneme-segmentation, and word reading skills of preschool children at-risk for reading disabilities. Three preschool children at-risk for reading disabilities participated in this study and were pulled out during classroom free play time. They received fifteen minutes of instruction five days a week. A native English speaker served as the interventionist and implemented the instruction on one-on-one basis. Multiple probes across subjects design was used to analyze the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF) of the participants as measured by Dynamic Indicators of Basic Literacy Skills (DIBELS). Pretest and posttest measures and daily Curriculum-Base Instruction (CBM) also provided data for student progress. Results of DIBELS indicated that phonological awareness instruction was effective to improve PSF for all participants. Although phonological awareness instruction did not show functional relation with NWF because one participant failed to show improvement, two participants did made progress. Pretest and posttest measures as well as CBM also have implications on student progress. Limitations of the study and directions for future research are discussed.

Download or read book Dialogic Reading What Works Clearinghouse Intervention Report Revised written by and published by . This book was released on 2007 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading and Shared Book Reading." Four studies of "Dialogic Reading" met the WWC evidence standards and one study met the WWC evidence standards with reservations. Together these five studies included over 300 preschool children and examined intervention effects on children's oral language and phonological processing. The majority of the children studied were from economically disadvantaged families. This report focuses on immediate posttest findings to determine the effectiveness of the intervention; however, follow-up findings provided by the study authors are included in the technical appendices. "Dialogic Reading" was found to have positive effects on oral language and no discernible effects on phonological processing. (Contains 13 footnotes.) [This publication was produced by the What Works Clearinghouse. The following five studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., and Samwel, C. S. (1999). "Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers." Journal of Early Intervention, 22 (4), 306-322; (2) Lonigan, C. J., and Whitehurst, G. J. (1998). "Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds." Early Childhood Research Quarterly, 13 (2), 263-290; (3) Wasik, B. A., and Bond, M. A. (2001). "Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms." Journal of Educational Psychology, 93 (2), 243-250; (4) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). "A picture book reading intervention in day care and home for children from low-income families." Developmental Psychology, 30 (5), 679-689; and (5) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., and Fischel, J. E. (1994). "Outcomes of an emergent literacy intervention in Head Start." Journal of Educational Psychology, 86 (4), 542-555.].

Download or read book The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children at Risk for Reading Failure written by Temple Sharese Lovelace and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all participants (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of participants defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. This study also provided a basis for introducing a computerized format of the Get it, Got it, Go and to compare the results obtained from the computer-based version with the traditional format of the assessment. Results indicate that participants responded favorably to the explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. The computerized format was also found to be a valid and reliable format of the Get it, Got it Go assessment instrument. Lastly, contributions of this study and future research are presented.

Download or read book Developing Early Literacy written by Christopher J. Lonigan and published by . This book was released on 2008 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.

Download or read book The Effect of a Phonological Awareness Intervention Program on Phonological Memory Phonological Sensitivity and Metaphonological Abilities of Preschool Children At Risk for Reading Disabilities written by Mourad Ali Eissa and published by . This book was released on 2014 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effect of a phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of preschool children at-risk for reading disabilities. The participants in this study were 40 preschool children selected from three preschools located within three elementary schools in Baltim Educational Edara. A pre-post design was used to examine the effectiveness of the phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of the target children. Findings from this study indicated the effectiveness of the phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of the target children. On the basis of the findings, the study advocated for the effectiveness of the phonological awareness intervention program employed on phonological memory, phonological sensitivity, and metaphonological abilities of the target children.

Download or read book Shared Storybook Reading written by Helen K. Ezell and published by Brookes Publishing Company. This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to make the most of shared reading with this practical guide, filled with strategies for creating an enriching atmosphere and actively engaging children during storybook reading.

Download or read book On Reading Books to Children written by Anne van Kleeck and published by Routledge. This book was released on 2003-04-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.

Download or read book Effects of a Classroom based Pre literacy Intervention for Preschoolers with Communication Disorders written by Alyssa R. Currier and published by . This book was released on 2013 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-based pre-literacy intervention can be effective for students with communication disabilities, allowing for more time with their peers in a potentially least-restrictive environment and (2) to demonstrate that typically-developing preschool children also benefit from classroom-based pre-literacy training.

Download or read book Action Picture Test written by Catherine E. Renfrew and published by Routledge. This book was released on 1997 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: This test assesses, from short sentence answers to specified questions, the age levels of the information content and grammatical usage. It is suitable for the age range of 3 to 8 years. It contains 10 full-colour cards, photocopiable scoring form, and manual.

Download or read book Unfulfilled Expectations written by Catherine E. Snow and published by . This book was released on 1991 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unfulfilled Expectations examines the home and family characteristics, school teaching practices, and family-school relationships that affect the literacy development of low-income children. Eschewing comparisons across social class, the authors focus exclusively on an ethnically diverse group of low-income children in grades two, four, and six, the thirty-two subjects of an intensive two-year study and a follow-up study five years later. The authors pinpoint the diverse home factors that can explain differential achievement by youngsters from the same socioeconomic background. These include the familys own uses of literacy, their attitudes toward and communication with the schools, their social networks, their rules and schedules, and their susceptibility to economic and psychological stress. The book challenges assumptions about low-income families commitment to and interest in their childrens schooling and offers valuable recommendations for parents, teachers, and administrators to ensure that low-income children fulfill their early promise.

Download or read book Vocabulary Acquisition written by Richard K. Wagner and published by Guilford Press. This book was released on 2007 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.

Download or read book Best Practices in Early Literacy Instruction written by Diane M. Barone and published by Guilford Publications. This book was released on 2013-09-04 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.

Download or read book Effects of Using Explicit Instruction to Increase Phonological Awareness Skills in Preschool Children who are Labled at Risk for Pre reading Skills written by Ashley Shaheen and published by . This book was released on 2008 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Four preschool participants who are labeled "at-risk" were taught phonological awareness skills, phoneme production, rhyming, and alliteration, through explicit instruction. The participants were taught how to produce phonemes, match rhyming words, and match alliteration words. Instruction was conducted in the teacher's lounge one on one with the experimenter and consisted of modeling, practicing, giving corrective feedback, and reinforcement. A multiple baseline design across skills shows that through explicit instruction participants increased (a) their number of phonemes produced correctly (b) their number of rhyming words matched correctly (d) their number of alliteration words matched correctly and (e) their maintenance of the skills learned.