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The Use Of Explicit, Non-Evocative Print Referencing With Preschool Children At-Risk: Implications For Increasing Print Concept Knowledge, Susan Thomas Frank
The Use Of Explicit, Non-Evocative Print Referencing With Preschool Children At-Risk: Implications For Increasing Print Concept Knowledge, Susan Thomas Frank
Theses and Dissertations--Rehabilitation Sciences
The purpose of this research study was to investigate the learning of print concepts (PCs) by preschool children at risk for literacy problems using an experimental treatment: explicit, non-evocative print referencing. Children from low socio-economic status (SES) families have been determined to be at-risk for literacy learning problems including a reduced knowledge of print concepts.
The study incorporated a multiple group (experimental and control) time series design with persistent insertion of treatment to those subjects who were assigned to the experimental condition. Participants included 25 children at-risk, ages 4:0- 4:11 (years: months) who qualified for pre-school services and for subsidized …