Download or read book The Effects of Phonological Awareness Word Study on Kindergarten English Language Learners written by Vanessa Solis and published by . This book was released on 2014 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research examined the effects of an evidence-based intervention in the study of phonological awareness and word study at the pre kindergarten and kindergarten level. The research was conducted in the form of a case study with the focus on one English Language Learner (ELL) student. Although intervention groups were held with non-ELL and ELL students alike, the focus was on one ELL student. The intervention group received six weeks of explicit and repeated instruction in phonological awareness and focused on word study development. There were two major findings from this study: the ELL focus student made gains in phonological awareness and when mixed with word study, made significant gains in his end -of -year reading test. The results indicate that small group phonological and word study interventions are crucial for the reading development of young ELLs.
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book The Effect of Explicit Phonological Awareness Instruction on High Risk Kindergartners written by Elizabeth Millspaugh and published by . This book was released on 2007 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect of explicit phonological awareness instruction on kindergarten student performance at a low socio-economic school with a majority of English language learners. Pre and post tests using the Virginia Phonological Awareness Literacy Screening (PALS) was used to compare the scores of two years, one that did not have explicit phonological awareness instruction (year 1)and one that did have explicit phonological awareness instruction (year 2). This study added to the research as few studies have concentrated on low socio-economic English language learners. While the total PALS scores did not find a significant difference, there was significant difference on ABC, Letter Sound and Concept of Word sub-tests. Additional findings must be noted that at the end of year 1, 64% of the students needed intervention, while at the end of year 2, 25% of the students needed intervention.
Download or read book Starting Out Right written by National Research Council and published by National Academies Press. This book was released on 1999-12-28 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including: What are the key elements all children need in order to become good readers? What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school? What concepts about language and literacy should be included in beginning reading instruction? How can we prevent reading difficulties starting with infants and into the early grades? What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction. You'll find out how to help youngsters build word recognition, avoid comprehension problems, and moreâ€"with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers.
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Download or read book Phonemic Awareness in Young Children written by Marilyn Jager Adams and published by Brookes Publishing Company. This book was released on 1998 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.
Download or read book Word Recognition in Beginning Literacy written by Jamie L. Metsala and published by Routledge. This book was released on 2013-06-17 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Download or read book Effects of Phonological Awareness Instruction on Reading Acquisition of the English Language in Lebanese Private Schools written by Ghina Khattab and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the effects of phonological awareness instruction on childrens reading achievement in Lebanese private schools at the preschool level. In addition to phonemic awareness, two variables - rhyme and letter-sound knowledge, were included to ascertain if a relationship exists between rhyme and letter-sound knowledge to phonological awareness and its importance in achieving a higher level of literacy development. The target sample was the preschool level in the Lebanese private school (ages 4, 5 & 6). The instrument used to collect data was a 35-item assessment test. One-hundred and eighteen children were assessed in Kindergarten II from three different schools which implement diverse instructional methods in learning a second language (English). Results showed a significant difference between the average scores of children receiving the two instructional methods; phonological awareness and letter-sound knowledge, and the average scores of children who only receiv ...
Download or read book Early Childhood Literacy written by Timothy Shanahan and published by Brookes Publishing Company. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are today's best practices in early literacy instruction--and what should schools and programs focus on in the future? More than 20 of the biggest names in early literacy research give you balanced, insightful answers, using the landmark NELP
Download or read book Beginning to Read written by Marilyn Jager Adams and published by MIT Press. This book was released on 1994-02-03 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
Download or read book Phonological Awareness Oral Language Proficiency and Beginning Reading Development Among Hong Kong Chinese Kindergarteners written by Siu-Sze Yeung and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Phonological Awareness, Oral Language Proficiency and Beginning Reading Development Among Hong Kong Chinese Kindergarteners: an Intervention Study" by Siu-sze, Yeung, 楊少詩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The present research investigates the causal influence of phonological awareness and oral language proficiency on beginning reading and spelling development of Chinese kindergarteners learning English-as-a-second-language (ESL). Three inter-related studies using correlational and intervention design were conducted to examine (1) the role of phonological awareness in English reading and spelling; (2), the contribution of oral language proficiency to English reading and spelling; (3), the efficacy of the phonological awareness instruction led by kindergarten teachers in classroom settings, and (4) the cross-language associations of metalinguistic skills and reading between English and Chinese. In Study 1, 50 children from two Hong Kong ESL kindergartens were assessed on measures of general intelligence, English and Chinese phonological awareness, English and Chinese oral language proficiency, and English word reading. With age and general intelligence statistically controlled, both English oral language proficiency and English phonological awareness (phoneme awareness) accounted for unique additional variance in English word reading. In Study 2, the effects of phonological awareness instruction were examined on 59 children from two local kindergartens. The phonological awareness instruction, which taught syllable awareness and rhyme awareness, was compared to a treated control group. The instructional programme was able to enhance phonological awareness skills at the rhyme level but not at the syllable level. Word reading was not significantly different between the instructional group and the comparison group during the posttest. The results suggest that instructional programme that solely focuses on phonological awareness skills might not be able to enhance reading skills of Hong Kong Chinese ESL children. Study 3 investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young ESL kindergarteners. The children were randomly assigned to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or a comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on oral language skills, phonological awareness at varied levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest. In addition, regression analyses on both pretest and posttest data showed that phonological awareness (phoneme awareness) and oral language proficiency (expressive vocabulary) are significant predictors of English reading and spelling. Cross-language transfers of phonological awareness were found. The present research suggests that both phonological awareness, particularly phoneme awareness, and oral language p
Download or read book Phonological Awareness in Reading written by Diane J. Sawyer and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.
Download or read book The Effects of an Evidence Based Intervention with English Language Learners in Phonological Awareness written by Kaitlin E. Payne and published by . This book was released on 2014 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the effects of an evidence-based intervention in phonological awareness with first grade English language learners (ELLs). The study had 6 participants ranging in age from six to seven. Of the participants, three were ELL and the other were native English speakers, or non-ELL. The intervention group received explicit phonological awareness instruction for eight weeks. There were two major findings from the research: all students experienced growth in their phonological awareness and ELLs made similar gains in their phonological awareness as their non-ELL peers. The results indicate that evidence-based phonological awareness interventions are valuable for ELLs and non-ELLs.
Download or read book Effects of Oral language Program on Kindergarten Phonological Awareness and Early Literacy Skills written by Chontelle Marie Hansen and published by . This book was released on 2014 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of introducing an oral-language program into the framework of an existing kindergarten literacy curriculum. The impact on students' alphabetic knowledge, phonological awareness skills, and word learning were examined after eight weeks of instruction, two to three times per week. The kindergarten classroom teacher instructed students in the experimental group from the LiPS® (Lindamood Phoneme Sequencing) program. Performance was measured using the Comprehensive Test of Phonological Processing (CTOPP) and the Lindamood® Auditory Conceptualization Test-3 (LAC-3). The effects of the program were compared to a kindergarten class which received the same curriculum instruction, but no instruction regarding the oral-language program. Results regarding the effects of the oral-language program on students' phonological and early decoding skills were encouraging. Post-testing scores regarding phoneme matching, sound deletion, and alphabetic skill were found to be notably higher in the experimental group compared to the control group.
Download or read book Essentials of Assessing Preventing and Overcoming Reading Difficulties written by David A. Kilpatrick and published by John Wiley & Sons. This book was released on 2015-08-10 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Download or read book Put Reading First the Research Building Blocks for Teaching Children to Read written by Bonnie B. Armbruster and published by DIANE Publishing. This book was released on 2010-11 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Intervention in Phonemic Awareness on the Reading Achievement of English Language Learners in Kindergarten written by Nancy Walter and published by . This book was released on 2010 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
