Education Commons^™

Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham

Anna H Hall

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected …

Digital Print Concepts: Conceptualizing A Modern Framework For Measuring Emerging Knowledge, Kristin H. Javorsky

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This dissertation sought to produce and empirically test a theoretical model for the literacy construct of print concepts that would take into account the unique affordances of digital picture books for emergent readers. The author used an exploratory study of twenty randomly selected digital story applications to identify print conventions, text features and book handling methods present across digital picture books which were then mapped against the traditional paper reading experience. Combining study results with existing research in the reading literature, a structural model of digital print concepts as a second order measurement model accounting for five factors of concept …

Right From The Start: A Kindergarten Program That Helps Prevent Reading Failure, Mary E. Shea D., Ardith D. Cole

Journal of Inquiry and Action in Education

This article describes a study conducted with kindergarten classrooms in a suburban elementary school with a relatively diverse population. The researchers were the building literacy specialist and a college instructor teaching a Foundations of Reading course for pre-service teachers on-site at the school. The traditional curriculum in these kindergarten classrooms was infused with developmentally appropriate reading and writing experiences that had a significant impact on children’s literacy achievement as well as teachers’ beliefs on what constitutes appropriate kindergarten literacy activities, instruction, and classroom resources.

Using Interactive Reading Techniques With Word World To Enhance Emergent Literacy, James B. Godfrey

Theses and Dissertations in Early Childhood Education

Facets of emergent literacy such as phonological awareness (PA) and alphabet knowledge (AK) are precursors to later conventional literacy (Dockrell, Stuart & King, 2010; Neuman & Dwyer, 2009; NELP, 2008). Interactive reading techniques such as dialogic reading (Whitehurst et al., 1988) and explicit print referencing (Piasta et al., 2012; Justice et al., 2010) have been used effectively with printed text to enhance emergent literacy. This quasi-experimental study was designed to determine the extent to which interactive reading techniques combined with the viewing of educational television may enhance facets of emergent literacy such as PA and AK. A convenience sample of …

Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham

Publications

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected …

The Cross-Linguistic Effects Of Dialogic Reading On Young Dual Language Learners, Mary Ellen Donovan Huennekens

Theses and Dissertations

English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English language skills is most at risk for academic failure and dropping out of school; while a child with strong home language (L1) skills is more likely to attain fluency in English (Espinosa, 2007). A large portion of young English learners are acquiring their first and second languages at the same time. It is important to young dual language learners (DLL) that research reveals the best ways to provide effective instruction which helps maintain the home …

Design Strategy For The Development Of Applications For Autism Instruction, Nancy Jean Rasche

Open Access Theses

This paper explains my journey of exploration into the development of a mobile application for children with Autism Spectrum Disorders (ASD) based on researching an area of instructional need. The direction spread to creating a tool to encourage collaboration between designers and educators to generate more mobile application educational opportunities for children with ASD. These two paths of development of touch screen mobile computer (TSMC) applications are explored in this paper. The first path of application development, based on a researched instructional need into improving the comprehension skills of children with ASD by teaching the emergent literacy skill of vocabulary …

The Teaching Of Reading, Writing And Language In A Clinical Speech And Language Setting: A Blended Therapy Intervention Approach, Kerrie Allen Ammons

Theses and Dissertations

With a growing body of research that supports a link between language and literacy, governing bodies in the field of speech and language pathology have recognized the need to reconsider the role of speech-language pathologists in addressing the emergent literacy needs of preschoolers who struggle with literacy and language concepts. This study contributes to the research on speech and language pathology's clinical approaches by researching a blended approach to therapy using individualized language needs with embedded emergent literacy practices to expand not only the expressive and receptive language repertoire but also the emergent literacy learning of language-delayed preschool children receiving …

Successful Emergent Literacy Head Start Teachers Of Urban African American Boys Living In Poverty, John Michael Holland

Theses and Dissertations

This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with …

Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Literature Review, Julie Ann Armstrong

Early and Special Education Graduate Projects and Theses

Literacy skills are developing in children from the time they are born and should be nurtured during the preschool years (Joint Position Statement, 2005). There are important literacy skill sets for children to acquire to be competent readers. The 2009 National Early Literacy Panel has defined one of these skills as alphabetic knowledge (Bell & Westberg, 2009). Alphabetic knowledge is being able to recognize and name letters and their sounds. The research shows that mastery of alphabetic skills is required before children can engage successfully in phonemic awareness. (Bara, Gentaz & Cole, 2007). Parents can facilitate their child’s mastery of …

Developing Alphabetic Knowledge In A School-To-Home Project With Students Who Are At-Risk: Alphabetic Knowledge Activities Handbook, Julie Ann Armstrong

Early and Special Education Graduate Projects and Theses

Early childhood educators are on the frontline of developing emergent literacy skills in their students. Research is abundant and clear about the importance of exposure to and experience with literacy activities for young children (Joint Position Statement- International Reading Association and the National Association for the Education of Young Children, 2005). However, students arrive in the classroom with varying skills and backgrounds relative to literacy, and many students are in a position to be considered at-risk of school failure. Teaching this population of students can be a challenge. This Alphabetic Knowledge Activities handbook was created to be a resource for …

Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum

Jack Hourcade

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in at-risk young learners.

African Americans And Boys: Understanding The Literacy Gap, Tracing Academic Trajectories, And Evaluating The Role Of Learning-Related Skills, Jamaal Matthews, Karmen T. Kizzie, Stephanie J. Rowley, Kai Cortina

Department of Educational Foundations Scholarship and Creative Works

In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and shed light on the academic difficulties specifically experienced by African American boys. The authors utilized the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) sample and applied growth curve modeling. Learning-related skills explained the literacy development of African American boys over and above the effects of problem behaviors, socioeconomic status, …

Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum

Early and Special Education Faculty Publications and Presentations

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in at-risk young learners.

Use Of Writing With Symbols 2000 Software To Facilitate Emergent Literacy Development, Howard P. Parette, Nichole Boeckmann, Jack J. Hourcade

Jack Hourcade

This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness, alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and interactive activities.

Using Clicker 5 To Enhance Emergent Literacy In Young Learners, Howard P. Parette, Jack Hourcade, Jenny M. Dinelli, Nichole M. Boeckmann

Jack Hourcade

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software, is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the potential contributions of one specific software program, Clicker 5, in helping …

Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum

Jack Hourcade

In the 21st century, “Digital Children” (Edyburn, 2002) are growing up in a world rich with technology, including cell phones, iPods, email, PalmPilots, Web sites, discussion boards, chat rooms, the Internet, and electronic toys and learning games (Siraj-Blatchford & Whitebread, 2003). Young children whose families use technology acquire knowledge of and skills in language and literacy in part through exposure to technology in the home (Jewitt, 2006). For example, McGee and Richgels (2006) observed that many young children become aware of the existence of print and its use by their families in their daily lives through screen presentations on the …

A Study Of Prekindergarten Literacy Experiences In A Northeast Tennessee School System., Barbara Jean Gamble

Electronic Theses and Dissertations

To meet the guidelines generated by the No Child Left Behind law (NCLB) pressures to raise student achievement have filtered down to and emerged in prekindergarten classrooms. The leadership of state, federal, and local policymakers is critical to the movement for high quality prek for all. The purpose of this study was to examine the scores of prekindergarten students when presented 3 different methods of literacy instruction and to compare the scores according to gender and among 3 age groups.

This study found a significant difference in the scores of students when analyzed according to age. The youngest students scored …

Emerging Paths To Literacy: Modeling Individual And Environmental Contributions To Growth In Children's Emergent Literacy Skills, Deanne W. Swan

Educational Policy Studies Dissertations

What is the developmental trajectory of the skills that underlie emergent literacy during the preschool years? Are there individual characteristics which predict whether a child will be at-risk for difficulties in acquiring literacy skills? Does a child’s experience in a high-quality early care and education environment enhance the development of his or her emergent literacy? The present study is an investigation of the individual and environmental factors relevant to children’s emergent literacy skills as they unfold in time. Using a combination of principal components analysis, growth modeling with a multi-level approach, and propensity score analysis, the trajectories of growth in …

Using Clicker 5 To Enhance Emergent Literacy In Young Learners, Howard P. Parette, Jack Hourcade, Jenny M. Dinelli, Nichole M. Boeckmann

Early and Special Education Faculty Publications and Presentations

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software, is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the potential contributions of one specific software program, Clicker 5, in helping …

Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum

Early and Special Education Faculty Publications and Presentations

In the 21st century, “Digital Children” (Edyburn, 2002) are growing up in a world rich with technology, including cell phones, iPods, email, PalmPilots, Web sites, discussion boards, chat rooms, the Internet, and electronic toys and learning games (Siraj-Blatchford & Whitebread, 2003). Young children whose families use technology acquire knowledge of and skills in language and literacy in part through exposure to technology in the home (Jewitt, 2006). For example, McGee and Richgels (2006) observed that many young children become aware of the existence of print and its use by their families in their daily lives through screen presentations on the …

Use Of Writing With Symbols 2000 Software To Facilitate Emergent Literacy Development, Howard P. Parette, Nichole Boeckmann, Jack J. Hourcade

Early and Special Education Faculty Publications and Presentations

This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness, alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and interactive activities.

An Investigation Of The Efficacy Of The Text Talk Strategy On Pre-School Students' Vocabulary Acquisition, Heather Batchelder

Electronic Theses and Dissertations

Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy utilizing eight books and vocabulary scenario models during an interactive story time that included the direct instruction of vocabulary in the study. During the baseline and intervention phases data collection …

A Pediatric Intervention To Support Early Literacy, Christina R. Graziano

Regis University Student Publications (comprehensive collection)

The purpose of this research project was to provide caregivers of children from age birth to four with facts and strategies about the promotion of early childhood literacy. In Chapter Four a pamphlet was developed that focuses on these specific areas: (a) literacy development, (b) emergent literacy, (c) creating a literate environment, (d) reading aloud to one's child, (e) talking with one's child, (f) choosing developmentally appropriate books, and (g) the reading stages. The pediatrician's support in literacy intervention is vital. The pamphlet should be presented to caregivers during well child visits to (a) develop children's literacy skills, (b) promote …

Case Studies Of The Literacy Interactions Of Preschool Deaf Children With Their Parents In The Home, Laura West Wise

Middle-Secondary Education and Instructional Technology Dissertations

In the field of deaf education, a long-standing and still unanswered question is why are the reading levels and academic achievement levels of deaf and hard of hearing children inferior to their hearing peers. Teachers and parents continue to look for reasons to explain the gap and strategies they can use to narrow this gap between the reading achievement of children who are deaf and children who hear. For all children, literacy learning begins at birth. During the early years, children listen to and learn from the language their parents speak to them. The children are affected by the family …

Phonemic Awareness In Children's Books, Natalie Sara Thompson

Undergraduate Honors Capstone Projects

When children scribble on a paper or a draw a picture to write a story, they are in the early stages of emergent literacy. Emergent literacy is a process which children become aware of written language. Before children write their name, they are learning about print, its meaning, and the relationship it has to language. Along their path towards reading and writing, children then begin to understand another important process, phonemic awareness. My senior thesis is based on the concept of phonemic awareness.

A Correlational Study Examining The Relationship Between Invented Spelling And Beginning Reading, Jane Mcdaniel Grove

LSU Doctoral Dissertations

This research study was designed to investigate correlations between invented spelling patterns and beginning reading for low-performing and on-level boys and girls in kindergarten. Two research questions were examined: (1) Is there a statistically significant relationship between invented spelling as displayed in task and reading skills as measured by DIBELS? and (2) Does the performance displayed in task and reading skills as measured by DIBELS differ significantly for boys and girls in kindergarten? Student performance data was gathered using extant school Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmarks at collected at midyear of kindergarten. It was hypothesized that …

The Government's Efforts To Improve Reading Of Young Children, Lea Lee, Abha Gupta

Teaching & Learning Faculty Publications

Reviews four major federal initiatives to improve early reading and literacy programs in the U.S.: Title One Reading program, the Reading Excellence Act, Even Start Family Literacy Program, and the Leave No Child Behind Act. Concludes that these expensive reading programs have not been very successful.