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Zinszer BD, Hannon J, Hu A, Kouadio AÉ, Akpé H, Tanoh F, Wang M, Qi Z, Jasińska K. Statistical learning and children's emergent literacy in rural Côte d'Ivoire. Dev Sci 2023:e13448. [PMID: 37743565 PMCID: PMC10960734 DOI: 10.1111/desc.13448] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 08/04/2023] [Accepted: 08/27/2023] [Indexed: 09/26/2023]
Abstract
Studies of non-linguistic statistical learning (SL) have often linked performance in SL tasks with differences in language outcomes. Most of these studies have focused on Western and high-income educational contexts, but children worldwide learn in radically different educational systems and communities, and often in a second language. In the west African nation of Côte d'Ivoire, children enter fifth grade (CM-1) with widely varying ages and literacy skills. Across three iteratively-developed experiments, 157 children, age 8-15 years, in rural communities in the greater-Adzópe region of Côte d'Ivoire watched sequences of cartoon images with embedded triplet patterns on touchscreen tablets, while performing a target-detection task. We assessed these tablet-based adaptations of non-linguistic visual SL and asked whether the children's individual differences in performance on the SL tasks were related to their first and second language and literacy skills. We found group-level evidence that children used the statistical regularities in the image sequence to gradually decrease their response times, but their responses on post-test discrimination did not reflect this learning. When evaluating the correlation between SL and language skills, individual differences related to other task demands predicted oral language skills shared by first and second languages, while SL better predicted second language print skills. These findings suggest that non-linguistic SL paradigms can measure similar skills in Ivorian children as previous samples, but they also echo recent calls for further cross-cultural validation, greater internal reliability, and tests for confounding variables (such as processing speed) in studies of individual differences in statistical learning. RESEARCH HIGHLIGHTS: We iteratively adapted three visual statistical learning studies for children in rural Côte d'Ivoire. Group-level analyses indicates that the children learn the underlying statistical regularities. Individual-differences analyses reveal some evidence that the statistical learning measure is also correlated with task demands that may be driven by cross-cultural differences. Like previous research, statistical learning is correlated with second language literacy, but we did not find a relationship between SL and oral language skills in first and second languages.
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Affiliation(s)
| | | | - Anqi Hu
- University of Delaware, Newark, DE, USA
| | | | - Hermann Akpé
- Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire
| | - Fabrice Tanoh
- Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire
- Université Peleforo Gon Coulibaly, Korhogo, Côte d’Ivoire
| | | | | | - Kaja Jasińska
- University of Toronto, Toronto, Canada & Haskins Laboratories, New Haven, CT, USA
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Borges ÉPK, Koltermann G, Minervino CADSM, de Salles JF. The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19. Behav Sci (Basel) 2023; 13:510. [PMID: 37366762 DOI: 10.3390/bs13060510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Revised: 06/16/2023] [Accepted: 06/17/2023] [Indexed: 06/28/2023] Open
Abstract
The contributions of emergent literacy skills to reading and writing development have been evidenced in different linguistic contexts. The worsening of the Brazil literacy scenario during the pandemic denoted the importance of a better understanding of these contributions' specificities in Brazilian Portuguese to support evidence-based mitigation strategies. This study aimed to analyze the associations between emergent literacy components (emergent writing, alphabet knowledge, vocabulary, and phonological awareness) and word/pseudoword reading and spelling performance in first grade students during COVID-19. A total of 42 children (Mage = 6.29 years, SD = 0.45, 52.4% female) participated remotely in this study. Correlations and multilinear regression analyses were conducted. The results show significant associations between emergent literacy components and reading and spelling performance. Stronger associations were found with specific emergent skills such as letter writing, spontaneous writing, letter-sound production, and alliteration. Regression models indicated that children's performance in early literacy skills explained 49% of the variance in reading and 55% of the variance in spelling. This study highlighted the role of emergent writing and alphabet knowledge as reading and spelling predictors during literacy acquisition in Brazilian Portuguese. Implications for educational context and directions for remediating the negative impact of the pandemic on learning were discussed.
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Affiliation(s)
- Érica Prates Krás Borges
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre 90035-003, Brazil
| | - Gabriella Koltermann
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre 90035-003, Brazil
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Smith H, Dunstan K, Melvin K, Armstrong R, Frazer-Ryan S, Scarinci N. Co-designing a shared book reading environment at a community hub. Int J Speech Lang Pathol 2023:1-12. [PMID: 36896957 DOI: 10.1080/17549507.2023.2182742] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Community hubs often provide support to families in areas of high vulnerability and can provide unique opportunities for delivering early literacy programs. This study used a co-design process to engage families, staff, and community partners within a community hub to design an environment that supported shared book reading. METHOD Co-design was enacted in four phases: 1) interviews to understand user experiences relating to shared book reading; 2) focus groups to refine ideas into actions to support shared book reading and prioritise these actions; 3) implementation of changes; and 4) understanding of participants' experiences of involvement. RESULT Participant identified changes were implemented within four categories: 1) changing how books are organised, 2) showing families how to share books, 3) giving families information about how books can be borrowed, and 4) running more activities about books. Participants indicated they enjoyed being a part of a co-design process to affect change at the community hub. CONCLUSION Co-design enabled the development of collaborative changes to support book reading that were valued and owned by families, staff, and community partners. Community hubs can provide unique opportunities to engage with families in areas of vulnerability to support the development of early language and literacy skills.
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Affiliation(s)
- Helen Smith
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Kym Dunstan
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Katelyn Melvin
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Rebecca Armstrong
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Skye Frazer-Ryan
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Nerina Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
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Cruz J, Mendes S, Marques S, Alves D, Cadime I. Development of a Group Emergent Literacy Screening Tool. Children (Basel) 2023; 10. [PMID: 36832435 DOI: 10.3390/children10020306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 01/28/2023] [Accepted: 02/02/2023] [Indexed: 02/09/2023]
Abstract
It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent literacy screening test for Portuguese-speaking children. The test includes two phonological awareness tasks, one vocabulary task, and one concepts of print task. The sample comprised 1379 children from pre-K (n = 314), kindergarten (n = 579), and first grade of primary education (n = 486). Measures of emergent literacy, reading and writing skills, and academic achievement were used to test the validity of the screening test. The Rasch model results suggest that the tasks were suitably difficult for the kindergarten group, but had varying levels of difficulty for pre-K and first grade. Reliability was adequate for the tasks with an appropriate level of difficulty. Scores for the screening test were highly correlated with measures of literacy and with academic achievement. These findings suggest that the presented emergent literacy screening test is valid and reliable, making it a useful tool for practice and research.
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Kaiser JL, Ngoma T, Rockers PC, Fink G, Juntunen A, Hamer DH, Chirwa B, Scott NA. A Qualitative Assessment of Community Acceptability and Use of a Locally Developed Children's Book to Increase Shared Reading and Parent-Child Interactions in Rural Zambia. Ann Glob Health 2023; 89:28. [PMID: 37124937 PMCID: PMC10143943 DOI: 10.5334/aogh.3920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Accepted: 03/09/2023] [Indexed: 05/02/2023] Open
Abstract
Introduction Early reading interventions hold promise for increasing language and literacy development in young children and improving caregiver-child interactions. To engage rural caregivers and young children in home reading, Zambian child psychologists and education specialists developed a culturally representative, local language children's book targeted at pre-grade 1 children. Objectives We qualitatively assessed community acceptability and use of the book distributed to households with young children in two provinces of Zambia. Methods We conducted 15 focus group discussions (FGDs) with women (n=117) who received the "Zambian folktales adapted stories for young children" book. A codebook was created a priori, based on established themes in the guide; content analysis was conducted in Nvivo v12. Data were interpreted against the Theoretical Framework on Acceptability. Findings Respondents described wide acceptability of the children's book across multiple framework constructs. Respondents believed the book was culturally appropriate for its folktale structure and appreciated the morals and lessons provided by the stories. Respondents described using the book in multiple ways including reading in one-on-one or group settings, asking the child questions about the narrative or pictures, and providing additional commentary on the actions or figures in the pictures. Respondents believed the books were helping children grow their vocabulary and early literacy skills. The book's simple vocabulary facilitated use by less educated caregivers. The primary concern voiced was the ability of low literacy caregivers to utilize the book for reading. Discussion The children's book was widely considered acceptable by rural Zambian communities. It provided a platform for an additional method of caregiver-child interactions in these households for reading, dialogue, and oral storytelling. Shared reading experiences have potentially substantial benefits for the language development and emergent literacy of young children. Programs to develop and deliver culturally acceptable books to households with limited access should be considered by governments and funders.
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Affiliation(s)
- Jeanette L. Kaiser
- Department of Global Health, Boston University School of Public Health, Boston, MA, USA
| | - Thandiwe Ngoma
- Department of Research, Right to Care Zambia, Lusaka, Zambia
| | - Peter C. Rockers
- Department of Global Health, Boston University School of Public Health, Boston, MA, USA
| | - Günther Fink
- Swiss Tropical and Public Health Institute and University of Basel, Basel, Switzerland
| | - Allison Juntunen
- Department of Global Health, Boston University School of Public Health, Boston, MA, USA
| | - Davidson H. Hamer
- Department of Global Health, Boston University School of Public Health, USA
- Section of Infectious Diseases, Department of Medicine, Boston University School of Medicine, Boston, MA, USA
| | | | - Nancy A. Scott
- Department of Global Health, Boston University School of Public Health, Boston, MA, USA
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Weadman T, Serry T, Snow PC. The oral language and emergent literacy skills of preschoolers: Early childhood teachers' self-reported role, knowledge and confidence. Int J Lang Commun Disord 2023; 58:154-168. [PMID: 36043501 PMCID: PMC10087568 DOI: 10.1111/1460-6984.12777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 07/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Early childhood teachers (ECTs) play a significant role in equipping children with oral language and emergent literacy skills ahead of school entry. They are well positioned to play a vital role in ensuring preschool children receive a high-quality preschool curriculum to prepare them for later literacy learning. AIMS The purpose of this study was to explore early career ECTs' views and confidence regarding their role in providing preschoolers with oral language and emergent literacy support and to examine their perceptions of their preservice preparation. METHODS & PROCEDURES Nine Australian early career ECTs were recruited via purposive sampling for an in-depth, semi-structured interview. Data were analysed using an inductive thematic analysis approach. OUTCOMES & RESULTS Participants attached strong significance to their role in facilitating children's oral language growth and emergent literacy skills and reported a range of practices to support children's learning. However, they rarely referred to using established language facilitation strategies or using dialogic book reading prompts. Further, emergent literacy concepts such as phonological awareness and print awareness were not routinely described as features of participants' classroom activities. Participants did not consistently make a clear conceptual distinction between the constructs of oral language and emergent literacy and often used these terms interchangeably. Notably, participants indicated that they did not feel confident in their ability to identify preschool children who were not meeting developmental language milestones and reported that they felt poorly equipped to do so by their preservice training. CONCLUSIONS & IMPLICATIONS ECTs' strong willingness to support preschool children's oral language and emergent literacy skills may be hindered by gaps in their knowledge; these may contribute to important and missed opportunities for identifying and supporting preschoolers' oral language and emergent literacy growth. WHAT THIS PAPER ADDS What is already known on this subject? High-quality learning experiences in preschool are important for maximising preschoolers' oral language and emergent literacy growth. Early childhood teachers can play an important role in facilitating this development and preparing children for later literacy learning. What this paper adds to existing knowledge? The study findings provide insight into ECTs' perceptions of their role and support in developing children's oral language and emergent literacy skills. The results indicated ECTs did not feel confident with their knowledge of children's language milestones or identifying children with language difficulties. Participants reported that their preservice training left them underprepared in the area of oral language. What are the potential or actual clinical implications of this work? ECTs demonstrated a strong willingness to support preschoolers' oral language and emergent literacy skills. However, their self-reported knowledge gaps and low confidence may have implications for the early detection of children who are not reaching language developmental milestones in a timely way.
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Affiliation(s)
- Tessa Weadman
- School of EducationLa Trobe UniversityBundooraVictoriaAustralia
| | - Tanya Serry
- School of EducationLa Trobe UniversityBundooraVictoriaAustralia
| | - Pamela C. Snow
- School of EducationLa Trobe UniversityBendigoVictoriaAustralia
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Luo R, Song L. The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children's Spanish and English emergent literacy skills. Front Psychol 2022; 13:1016492. [PMID: 36507044 PMCID: PMC9732108 DOI: 10.3389/fpsyg.2022.1016492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 10/31/2022] [Indexed: 11/27/2022] Open
Abstract
Children of migrant and seasonal farmworkers (MSFW) are among the most underprivileged, underserved groups in the United States. The current study examined how home and classroom language and literacy experiences uniquely and interactively contributed to MSFW children's emergent literacy skills in English and Spanish. Participants were 255 Spanish-English dual language learning children (M age = 49 mon; 98.3% Latino/Hispanic) and their parents and 47 teachers, drawn from the Migrant and Seasonal Head Start (MSHS) Study. Parents reported how often the target children engaged in language and literacy activities (i.e., teaching letters, words, or numbers, book-reading, singing, and storytelling) with their family members. Teachers reported how often the target children engaged in classroom language and literacy activities (e.g., book-reading, learning letters, retelling stories, etc.). Children's emergent literacy skills in English and Spanish were assessed by standard tests. After controlling for demographic variables, home and classroom language and literacy activities uniquely predicted children's emergent literacy skills in Spanish, but not in English. Additionally, home and classroom activities compensated one another in supporting children's English and Spanish emergent literacy development. That is, language and literacy activities in one context showed a stronger effect for children who experienced less frequent activities in the other context. Together, these findings shed light on ways to support MSFW children's emergent literacy skills and reveal the importance of integrating and connecting home and school learning experiences.
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Affiliation(s)
- Rufan Luo
- School of Social and Behavioral Sciences, New College of Interdisciplinary Arts and Sciences, Arizona State University, Phoenix, AZ, United States,Department of Psychology, Rutgers University-Camden, Camden, NJ, United States,*Correspondence: Rufan Luo,
| | - Lulu Song
- Department of Early Childhood Education/Art Education, Brooklyn College, The City University of New York, New York, NY, United States
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Daniels D, Salley B, Walker C, Bridges M. Parent book choices: How do parents select books to share with infants and toddlers with language impairment? J Early Child Lit 2022; 22:279-307. [PMID: 36189118 PMCID: PMC9518755 DOI: 10.1177/1468798420985668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into consideration when choosing books to share with their young child. While understanding that parent book-choice is important for all children, it may be particularly important for those with language-impairment (LI), since book-sharing is an evidence-based intervention approach and widely recommended to promote language for LI populations. This qualitative study examines parents' book selection choices, and the elements they consider, when choosing books to share with their infants and toddlers with LI. Participants included 13 parents of young children aged 19-29 months (9 males, 4 females; mean age 25 months) receiving Part C services. Parent responses indicated that the most common themes considered included physical aesthetics, text difficulty, physical properties, educational considerations and content; the relative importance of these themes varied depending on context. Results are framed in the context of research on parent-child book-sharing interactions. Recommendations for practitioners working with parents and young children with LI during book-sharing are also highlighted.
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Alsiddiqi ZA, Stojanovik V, Pagnamenta E. Emergent literacy skills of Saudi Arabic speaking children with and without developmental language disorder. Clin Linguist Phon 2022; 36:301-318. [PMID: 34309472 DOI: 10.1080/02699206.2021.1955299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 06/28/2021] [Accepted: 07/08/2021] [Indexed: 06/13/2023]
Abstract
Research with English-speaking populations has shown that there is a relationship between developmental language disorder (DLD) and emergent literacy skills in children. A small number of Arabic studies have indirectly investigated this relationship in typically developing (TD) children, and children with reading difficulties, and demonstrated the important role of morphosyntactic skills in Arabic reading acquisition. However, none of the previous work has examined the relationship between oral language and emergent literacy skills in children with and without DLD. The aims of this study are twofold: to investigate the language and emergent literacy skills of Saudi Arabic children with DLD aged between 4;0- 6;11 years of age; to compare their performance to age and socioeconomic status matched TD children, and to investigate the relationship between language and emergent literacy skills in both groups. A comprehensive Arabic language and emergent literacy battery was administered. Findings demonstrated that the TD group significantly outperformed the DLD group on most emergent literacy tasks. The DLD group was significantly less accurate than the TD group on syllable segmentation, and phoneme awareness skills. There were significant associations between oral language skills and emergent literacy skills in the DLD group. In the TD group, vocabulary knowledge and syntactic skills were associated with some emergent literacy skills. Syntactic skills were found to have moderately significant relationship with all emergent literacy skills in both groups. This might suggest the important role of morphosyntactic skills to literacy development in Arabic. Overall, findings were consistent with existing literature, and demonstrated strong relationships between oral language and emergent literacy skills in the Arabic language.
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Affiliation(s)
- Zakiyah A Alsiddiqi
- Department of Rehabilitation Sciences, King Saud University, Riyadh, Saudi Arabia
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Vesna Stojanovik
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Emma Pagnamenta
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
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Shen Y, Del Tufo SN. Parent-Child Shared Book Reading Mediates the Impact of Socioeconomic Status on Heritage Language Learners' Emergent Literacy. Early Child Res Q 2022; 59:254-264. [PMID: 35370354 PMCID: PMC8975167 DOI: 10.1016/j.ecresq.2021.12.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a familial language is spoken but receive English instruction at school, parent-child shared book reading research among heritage language learners remains scarce. Further, the impact of parent-child shared book reading is likely to alter the influence of family's socioeconomic status on heritage language learners' emergent literacy development. Here, parent-child shared book reading and children's emergent literacy were examined using latent variable path analyses in a national sample of 965 heritage language learners ages 2 to 6 years old. Parent-child shared book reading mediated the effect of socioeconomic status on heritage language learners' emergent literacy.
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Affiliation(s)
- Ye Shen
- School of Education, University of Delaware
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Meinzen-Derr J, Altaye M, Grove W, Folger AT, Wiley S. Association of Age of Enrollment in Early Intervention with Emergent Literacy in Children Who Are Deaf or Hard of Hearing. J Dev Behav Pediatr 2022; 43:104-110. [PMID: 34086635 PMCID: PMC8636537 DOI: 10.1097/dbp.0000000000000976] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/01/2021] [Accepted: 04/01/2021] [Indexed: 01/03/2023]
Abstract
OBJECTIVE Literacy skill development in deaf or hard of hearing (DHH) children is essential for success in school and beyond. Our objective was to evaluate the association between age of early intervention (EI) enrollment for DHH children and emergent literacy in preschool. METHODS This was a population-based study that leveraged state public health and education data on all children identified with hearing loss. The sample included children born between 2008 and 2014 enrolled in EI for hearing loss who received preschool supports (years 2011-2014) through the Ohio Department of Education. The Get it! Got it! Go!, measuring emergent literacy domains of picture naming, rhyming, and alliteration, was administered during preschool in fall and spring. Exposure was enrollment into EI before age 6 months (early) versus at/after 6 months (later). Propensity score matching and mixed model analyses were used to examine associations between EI enrollment and outcomes over time. Model least square means with 95% confidence intervals (CIs) were reported. RESULTS One hundred two successful matches were made for 256 preschoolers. Children enrolled in EI early had significantly higher mean scores (mean [95% CI]) over time for emerging literacy domains of picture naming (2.42 [0.47-4.37]), rhyming (1.2 [0.35-2.06]), and alliteration (0.61 [0.15-1.07]) compared with later enrolled children. Children enrolled early had significantly higher emergent literacy scores at entry, although literacy development was similar between groups. CONCLUSION Children enrolled in EI before age 6 months had consistently higher scores in emergent literacy components over time compared with children enrolled at/after age 6 months.
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Affiliation(s)
- Jareen Meinzen-Derr
- Division of Biostatistics and Epidemiology, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Mekibib Altaye
- Division of Biostatistics and Epidemiology, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Wendy Grove
- Office of Early Learning and School Readiness, Ohio Department of Education, Columbus, Ohio
| | - Alonzo T. Folger
- Division of Biostatistics and Epidemiology, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Susan Wiley
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
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Sperry LL, Sperry DE. Entering Into the Story: Implications for Emergent Literacy. Front Psychol 2021; 12:665092. [PMID: 34899453 PMCID: PMC8656943 DOI: 10.3389/fpsyg.2021.665092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 10/14/2021] [Indexed: 11/13/2022] Open
Abstract
In this article we explore the ways in which three young children from a non-mainstream cultural group created stories with the assistance of their caregivers and siblings in the social contexts of their homes. We assert that these children's oral narrations show us important dimensions of early experience with decontextualized content as practiced in their families that may offer suggestions for analysis of culturally sensitive experiences with literacy for all children. The dimensions we highlight are the tangibility of the elements around which the story is created, the interlocutor support children receive for beginning and continuing their stories, and the interaction between the storytelling process and the child's self-interest. These three dimensions illustrate how children "enter" into stories and storytelling and broaden our understanding for fostering culturally sustaining pedagogy within schools.
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Affiliation(s)
- Linda L. Sperry
- Dean’s Office, Indiana State University, Terre Haute, IN, United States
| | - Douglas E. Sperry
- Department of Social and Behavioral Sciences, Saint Mary-of-the-Woods College, Saint Mary of the Woods, IN, United States
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Hutton JS, Huang G, Wiley C, DeWitt T, Ittenbach RF. Randomized Trial of a Mobile App Introduced During Well-Visits to Enhance Guidance for Reading With Young Children. Acad Pediatr 2021; 21:977-987. [PMID: 34020099 DOI: 10.1016/j.acap.2021.05.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 04/28/2021] [Accepted: 05/12/2021] [Indexed: 12/25/2022]
Abstract
OBJECTIVE To estimate feasibility, usability and efficacy of a mobile parenting app (Rx for Success; RxS) to enhance reading guidance provided to parents of young children during well-visits. METHODS This trial was conducted at a clinic serving primarily families of Hispanic ethnicity and low-socioeconomic status (SES) where Reach Out and Read (ROR) is standard practice. It involved 252 parent-child dyads in 2 age groups (~6-months old, ~18-months old) randomized during well-visits to receive RxS or a children's book modeling alternatives to screen time (Control) by research coordinators. RxS involves videos, activities and "push" messages. Follow-up assessments were conducted approximately 6 months later, including impression and use, shared reading behaviors, child language and screen time. RESULTS A total of 217 dyads completed both visits (110 RxS, 107 Control). Time to introduce RxS was under 3 minutes and 32% of parents experienced largely minor performance issues. Parent impression of RxS was favorable for both age groups at baseline and follow-up, though use was infrequent, attributable to a desire for more relevant and updated content. Significant findings favoring RxS included shared reading as a favorite activity, more frequent shared reading reported at 12 months and higher language scores at 24 months. Screen time was equivalent between cohorts, exceeding American Academy of Pediatrics guidelines. CONCLUSIONS A mobile app introduced to parents of young children from low-SES backgrounds was feasible during well-visits, rated as helpful, and effective to enhance shared reading at younger and language at older ages. While a potentially impactful enhancement to ROR, features needing improvement were identified.
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Affiliation(s)
- John S Hutton
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center (JS Hutton and T DeWitt), Cincinnati, Ohio; Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center (JS Hutton and T DeWitt), Cincinnati, Ohio.
| | - Guixia Huang
- Division of Biostatistics and Epidemiology, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center (G Huang and RF Ittenbach), Cincinnati, Ohio
| | - Catherine Wiley
- Community Health Center at Connecticut Children's Hospital (C Wiley), Hartford, Conn
| | - Thomas DeWitt
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center (JS Hutton and T DeWitt), Cincinnati, Ohio; Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center (JS Hutton and T DeWitt), Cincinnati, Ohio
| | - Richard F Ittenbach
- Division of Biostatistics and Epidemiology, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center (G Huang and RF Ittenbach), Cincinnati, Ohio
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14
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Giacovazzi L, Moonsamy S, Mophosho M. Promoting emergent literacy in under-served preschools using environmental print. S Afr J Commun Disord 2021; 68:e1-e11. [PMID: 34082543 PMCID: PMC8182555 DOI: 10.4102/sajcd.v68i1.809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Revised: 03/30/2021] [Accepted: 03/31/2021] [Indexed: 11/17/2022] Open
Abstract
Background Children from under-served communities are at risk for delayed spoken language and literacy development. Under-served preschools frequently contend with lack of resources, especially with regard to access to age-appropriate storybooks and/or print resources. Environmental print is a cost-effective material that can be used to stimulate emergent literacy skills. In the context of under-served communities, a collaborative approach and mentorship between preschool teachers and Speech-Language Therapists (SLTs) promote language and literacy development. Objectives This article’s purpose is two-fold; firstly, to discuss the use of environmental print as a stimulus material to promote emergent literacy in preschoolers in under-served preschools. Secondly, to promote the SLT’s involvement in such education initiatives. Method A mixed-method, comparative intervention research design, was reported in this article. A pre- and post-test design was employed, with data collected before and after a teacher-based intervention. Results Participants in the intervention group displayed increased scores on the Concepts About Print (CAP) assessment, participants in the comparison group showed no change in scores using the same assessment over the same time period. Conclusion A short-term, teacher-based intervention using environmental print with SLT mentoring and collaboration promoted preschool children’s emergent literacy skills. Implications include the value of using environmental print as a teaching material and the positive impact of collaboration between SLTs and teachers to promote emergent literacy in preschool children.
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Affiliation(s)
- Lauraine Giacovazzi
- Department of Speech Pathology, Faculty of Humanities, University of the Witwatersrand, Johannesburg.
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15
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Horner SL, Shaffer SA. Evaluating the Reporting Quality of Researcher-Developed Alphabet Knowledge Measures: How Transparent and Replicable Is It? Front Psychol 2021; 12:601849. [PMID: 33935857 PMCID: PMC8085332 DOI: 10.3389/fpsyg.2021.601849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Accepted: 03/16/2021] [Indexed: 11/13/2022] Open
Abstract
The American Educational Research Association and American Psychological Association published standards for reporting on research. The transparency of reporting measures and data collection is paramount for interpretability and replicability of research. We analyzed 57 articles that assessed alphabet knowledge (AK) using researcher-developed measures. The quality of reporting on different elements of AK measures and data collection was not related to the journal type nor to the impact factor or rank of the journal but rather seemed to depend on the individual author, reviewers, and journal editor. We propose various topics related to effective reporting of measures and data collection methods that we encourage the early childhood and literacy communities to discuss.
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Affiliation(s)
- Sherri L. Horner
- School of Educational Foundations & Inquiry, Bowling Green State University, Bowling Green, OH, United States
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16
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Carr RC, Bratsch-Hines M, Varghese C, Vernon-Feagans L. Latent Class Growth Trajectories of Letter Name Knowledge During Pre-Kindergarten and Kindergarten. J Appl Dev Psychol 2020; 69. [PMID: 32831448 DOI: 10.1016/j.appdev.2020.101141] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
A major developmental task for young children in the United States involves the acquisition of knowledge about the letters in the English alphabet. In the current study, we examined the growth trajectories of children's letter name knowledge (LNK) during pre-kindergarten and kindergarten. A diverse sample of 1,015 children was drawn from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten. Latent class growth analyses were used to identify three heterogeneous classes of children based on their LNK growth trajectories. Children's fall-of-pre-kindergarten language skills were associated with trajectory class membership, which in turn was associated with children's spring-of-kindergarten literacy skills. We also found that the association between children's fall-of-pre-kindergarten language skills and spring-of-kindergarten literacy skills was partially mediated by trajectory class membership. These findings point to the importance of LNK skill development as a marker variable to monitor and support children's emergent literacy development.
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17
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Hutton JS, Dudley J, Horowitz‐Kraus T, DeWitt T, Holland SK. Associations between home literacy environment, brain white matter integrity and cognitive abilities in preschool-age children. Acta Paediatr 2020; 109:1376-1386. [PMID: 31854046 PMCID: PMC7318131 DOI: 10.1111/apa.15124] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 11/25/2019] [Accepted: 11/29/2019] [Indexed: 01/08/2023]
Abstract
AIM Caregiver-child reading is advocated by health organisations, citing cognitive and neurobiological benefits. The influence of home literacy environment (HLE) on brain structure prior to kindergarten has not previously been studied. METHODS Preschool-age children completed assessments of language (EVT-2, CTOPP-2 Rapid Object Naming) and emergent literacy skills (Get Ready to Read!, The Reading House) followed by diffusion tensor imaging (DTI). Parents completed a survey of HLE (StimQ-P2 READ), which has four subscales. DTI measures included axial diffusivity (AD), radial diffusivity (RD), mean diffusivity (MD) and fractional anisotropy (FA). RESULTS Forty-seven children completed DTI (54 ± 7 months, range 36-63; 27 girls). StimQ-P2 READ scores correlated with higher EVT-2, GRTR and TRH scores, controlling for age and gender (P < .01), and also with lower AD, RD and MD in tracts supporting language and literacy skills, controlling for age, gender and income (P < .05, family-wise error corrected). Correlations were strongest for the Bookreading Quantity subscale, including with higher scores on all cognitive measures including CTOPP-2, and also with higher FA in left-lateralised literacy-supporting tracts, controlling for age, gender and income. CONCLUSION More nurturing home reading environment prior to kindergarten may stimulate brain development supporting language and literacy skills, reinforcing the need for further study.
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Affiliation(s)
- John S. Hutton
- Division of General and Community Pediatrics
- Reading and Literacy Discovery Center Cincinnati Ohio
| | - Jonathan Dudley
- Reading and Literacy Discovery Center Cincinnati Ohio
- Pediatric Neuroimaging Research Consortium University of Cincinnati College of Medicine Cincinnati Children's Hospital Medical Center Cincinnati Ohio
| | - Tzipi Horowitz‐Kraus
- Division of General and Community Pediatrics
- Reading and Literacy Discovery Center Cincinnati Ohio
- Pediatric Neuroimaging Research Consortium University of Cincinnati College of Medicine Cincinnati Children's Hospital Medical Center Cincinnati Ohio
- Educational Neuroimaging Center Biomedical Engineering Technion Israel
| | - Tom DeWitt
- Division of General and Community Pediatrics
- Reading and Literacy Discovery Center Cincinnati Ohio
| | - Scott K. Holland
- Reading and Literacy Discovery Center Cincinnati Ohio
- Pediatric Neuroimaging Research Consortium University of Cincinnati College of Medicine Cincinnati Children's Hospital Medical Center Cincinnati Ohio
- Medpace, Inc Cincinnati OH
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18
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Piasta SB, Park S, Farley KS, Justice LM, O'Connell AA. Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. Dyslexia 2020; 26:137-152. [PMID: 30834644 DOI: 10.1002/dys.1612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2018] [Revised: 11/21/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowledge of effective strategies and practices for supporting early language and literacy). In this study, we examined the associations among 485 early childhood educators' content knowledge and knowledge for practice, their observed language and literacy practices, and the emergent literacy learning of 2004 children enrolled in their classrooms. We found significant, positive correlations between measures of educators' content knowledge and knowledge for practice and classroom practice, indicating that early childhood educators with greater levels of knowledge tended to exhibit more desirable classroom language and literacy practices. We also found significant, positive associations between educators' knowledge and children's print concept, letter naming, and phonological awareness learning, but not children's oral language learning. The associations between educators' knowledge and children's print concept learning were mediated by classroom practice. Together, these results reiterate the importance of educators' language and literacy knowledge and also provide some support for practice as the mechanism through which knowledge relates to children's learning.
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Affiliation(s)
- Shayne B Piasta
- Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio
| | - Somin Park
- Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio
| | - Kristin S Farley
- Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio
| | - Laura M Justice
- Department of Educational Studies and Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio
| | - Ann A O'Connell
- Department of Educational Studies, The Ohio State University, Columbus, Ohio
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19
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Wicks R, Paynter J, Westerveld MF. Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum. Autism 2020; 24:1384-1399. [PMID: 32050775 DOI: 10.1177/1362361319900594] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children's letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children's letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research.
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Affiliation(s)
- Rachelle Wicks
- Griffith University, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | - Jessica Paynter
- Griffith University, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | - Marleen F Westerveld
- Griffith University, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Australia
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20
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Ingvalson EM, Grieco-Calub TM, Perry LK, VanDam M. Rethinking Emergent Literacy in Children With Hearing Loss. Front Psychol 2020; 11:39. [PMID: 32082217 PMCID: PMC7006043 DOI: 10.3389/fpsyg.2020.00039] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Accepted: 01/08/2020] [Indexed: 12/01/2022] Open
Abstract
Long-term literacy outcomes for children with hearing loss, particularly those with severe-to-profound deafness who are fitted with cochlear implants (CIs) lag behind those of children with normal hearing (NH). The causes for these long-term deficits are not fully clear, though differences in auditory access between children who use CIs and those with NH may be a partial cause. This paper briefly reviews the emergent literacy model as proposed by Whitehurst and Lonigan (1998). We then examine the development of each of Whitehurst and Lonigan’s identified factors in children who use CIs and how the extant knowledge of language and literacy development in children who use CIs may bear on the emergent literacy model. We then propose to modify the model for children who use CIs based on their unique developmental trajectories, influenced at least in part by their unique auditory access. We conclude with future directions for further development of an evidence-based emergent literacy model for children who use CIs and how this model could be used to inform intervention.
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Affiliation(s)
- Erin M Ingvalson
- School of Communication Science and Disorders, Florida State University, Tallahassee, FL, United States
| | - Tina M Grieco-Calub
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL, United States
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Washington State University, Spokane, WA, United States
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21
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De Jongh M, Wium AM, Basson W. The piloting of a specific support programme for Grade R teachers on attention deficit hyperactivity disorder: The process of development. S Afr J Commun Disord 2019; 66:e1-e9. [PMID: 31038330 PMCID: PMC6489162 DOI: 10.4102/sajcd.v66i1.600] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2018] [Revised: 01/11/2019] [Accepted: 01/15/2019] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children and is generally identified and diagnosed during the preschool years. Preschool learners with ADHD are at risk of developing emergent literacy difficulties, crucial for the development of reading and writing. Many teachers have insufficient training to identify and address barriers to learning, such as ADHD. AIM The aim of this article was to report on the process followed in the development of a specific support programme for Grade R teachers on ADHD and on the piloting of the programme. METHOD An adapted version of the intervention research model provided the structure and phases for the development, implementation and evaluation of the support programme. Current literature on ADHD training programmes, adult learning principles and Bronfenbrenners' ecosystemic framework was explored to develop the programme, training material, manual and method of presentation (Phase 1). Workshops were presented to 65 Grade R teachers working in an urban and semi-rural context (Phase 2). Participants were made aware of the symptoms of ADHD, and early identification and management of specific barriers to learning, such as ADHD, in order to reduce the risk of educational complications. Participants provided feedback (Phase 3) on the training, training material and manner of presentation following the workshops. RESULTS The results obtained in phases 1 and 2 of the adapted intervention research model included the compilation of the information presented in the workshops and the training manual, as well as the instructional phase and piloting of the programme. The results obtained for Phase 3 include a summary of the feedback provided by the Grade R teachers on how they experienced the training. Participants' feedback confirmed that the programme was valued and that their training expectations were met. CONCLUSION The intervention research model provided a valuable structure for the development and piloting of a specific support programme. This study can be replicated, and may pave the way for future support programmes for teachers. Capacity building of teachers is of the utmost importance in raising education standards in South Africa.
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Affiliation(s)
- Marguerite De Jongh
- Discipline of Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University, Ga-Rankuwa, Pretoria.
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22
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Helland T, Morken F, Bless JJ, Valderhaug HV, Eiken M, Helland WA, Torkildsen JV. Auditive training effects from a dichotic listening app in children with dyslexia. Dyslexia 2018; 24:336-356. [PMID: 30421492 PMCID: PMC6282791 DOI: 10.1002/dys.1600] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2017] [Revised: 08/22/2018] [Accepted: 09/27/2018] [Indexed: 06/09/2023]
Abstract
Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed. Three groups of third graders participated: two training groups, control training (CT) and dyslexia training (DT), and a control group that received no training (control no training, CnT). All took part in testing pretraining and posttraining. DL measures were on laterality, response scores, and attention. The three groups showed different response patterns: minor changes in CnT, change in all measures in CT, and some changes in DT. RAN and DS scores correlated significantly with some of the DL measures, especially with the attention scores. Our findings support arguments that brain architecture for language in dyslexia is lateralised in the same way as in children without dyslexia. However, the ability to modulate attention during DL is weaker in dyslexia than in typically developing children. A training-induced normalisation of lateralisation was observed in free recall in the dyslexia group, which suggests that DL training may be a promising intervention approach.
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Affiliation(s)
- Turid Helland
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
| | - Frøydis Morken
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
| | - Josef J. Bless
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
| | - Hanna V. Valderhaug
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
| | - Monica Eiken
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
| | - Wenche A. Helland
- Department of Biological and Medical PsychologyUniversity of BergenBergenNorway
- Section of Research and Innovation, Helse Fonna Health AuthorityHelse FonnaHaugesundNorway
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23
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Pinto G, Bigozzi L, Tarchi C, Camilloni M. Improving Conceptual Knowledge of the Italian Writing System in Kindergarten: A Cluster Randomized Trial. Front Psychol 2018; 9:1396. [PMID: 30131744 PMCID: PMC6090480 DOI: 10.3389/fpsyg.2018.01396] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Accepted: 07/19/2018] [Indexed: 11/18/2022] Open
Abstract
This study assessed the efficacy of PASSI (Promoting the Achievement of Sound-Sign Integration), an intervention to improve children's conceptual knowledge of the Italian writing system in kindergarten, which is an emergent literacy predictor of reading and spelling acquisition focused on letter-speech sound integration. PASSI implements an embedded-explicit approach in which teachers target specific subskills (reflection on the graphic, symbolic and phonological aspect of written signs) and emphasize children's contextualized interactions with oral and written language. One hundred fifty-nine Italian children participated in this study. Six teachers (and their three respective classes) were randomly assigned to the experimental group, and six teachers were assigned to the control group. All children were tested on the invented spelling of words and numbers, knowledge of the alphabet, orthographic awareness, and drawing twice, before and after the intervention. Children's visual-motor integration skills were also assessed as a control variable. The data were analyzed through the complex samples general linear model (GLM) approach. The results confirmed the efficacy of PASSI in promoting children's conceptual knowledge of the writing system and related emergent literacy skills. Theoretical and educational implications of the results are presented and discussed.
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Affiliation(s)
- Giuliana Pinto
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Lucia Bigozzi
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Christian Tarchi
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Monica Camilloni
- Department of Education and Psychology, University of Florence, Florence, Italy
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24
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Tayob F, Moonsamy S. Caregivers' reading practices to promote literacy in a South African children's home: Experiences and perceptions. S Afr J Commun Disord 2018; 65:e1-e9. [PMID: 30035609 PMCID: PMC6111495 DOI: 10.4102/sajcd.v65i1.559] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 03/14/2018] [Accepted: 03/31/2018] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Exposure to social trauma influences the psychosocial experiences of vulnerable children. This affects their positive development, consequentially resulting in poor scholastic progress. South Africa's history of inequality and injustice has compounded the current social, educational and economic situation, highlighting the need for research on children in care. A paucity of published studies exists on caregiver facilitation of literacy skills among vulnerable populations in South African children's homes. The purpose of this paper is to describe the reading practices that caregivers in one children's home (orphanage) used to promote literacy development. Method: An exploratory, descriptive contextual design was implemented, using inductive and interpretative approaches. Semi-structured interviews and focus group discussion were conducted. Ten caregivers, who supervised children aged 9-10 years at the home, consented to be participants. Applied content thematic analysis was used to interpret the data obtained. Findings: The caregivers at the children's home were implementing some reading strategies, but they did not engage sufficiently in self-reflection on the reading processes. The caregivers used relevant reading strategies, such as asking questions to develop understanding and memory recall. They encouraged dialogue through characterisation, where the children acted out the roles of the main characters. These reading strategies demonstrate the quality of the mediation. Conclusions: Speech-language therapists have a role in prevention and promotion programmes in children's homes. They should advocate for, collaborate on and support caregivers' facilitation of early literacy skills in these homes, as the link between literacy and language cannot be ignored. Providing guidelines and sharing knowledge on reading instruction for the children are essential in improving the literacy rates in vulnerable populations. Language and literacy interventions are only effective and meaningful if the social and cultural contexts are considered. Such interventions would add value and constitute a step towards redressing past inequalities in South Africa. These results contribute to our understanding of context when developing literacy programmes. The sample size was a limitation. However, the aim was not about generalisation but to gain an insight into caregiver reading practices so that literacy programmes are built on these strengths.
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Affiliation(s)
- Faadhilah Tayob
- Department of Speech Pathology and Audiology, Thelle Mogoerane Regional Hospital.
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25
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Esmaeeli Z, Lundetræ K, Kyle FE. What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry? Dyslexia 2018; 24:84-105. [PMID: 28921775 PMCID: PMC5836967 DOI: 10.1002/dys.1571] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Revised: 04/27/2017] [Accepted: 08/21/2017] [Indexed: 06/05/2023]
Abstract
Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely - especially if both parents self-report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.
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Affiliation(s)
- Zahra Esmaeeli
- Norwegian Reading CentreUniversity of StavangerStavangerNorway
| | | | - Fiona E. Kyle
- Division of Language and Communication ScienceCity, University of LondonLondonUK
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26
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Hutton JS, Phelan K, Horowitz-Kraus T, Dudley J, Altaye M, DeWitt T, Holland SK. Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children. J Pediatr 2017; 191:204-211.e1. [PMID: 29173308 PMCID: PMC5728185 DOI: 10.1016/j.jpeds.2017.08.037] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2017] [Revised: 07/07/2017] [Accepted: 08/16/2017] [Indexed: 12/19/2022]
Abstract
OBJECTIVE To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations. STUDY DESIGN In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education. RESULTS Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P < .05). Scores were positively correlated with activation in left-sided brain areas supporting expressive and complex language, social-emotional integration, and working memory (P <.05, false discovery rate corrected). CONCLUSIONS Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households.
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Affiliation(s)
- John S. Hutton
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Kieran Phelan
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Mekibib Altaye
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Division of Radiology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Tom DeWitt
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Scott K. Holland
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Division of Radiology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
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27
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Abstract
To investigate preschoolers' knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children's names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children's learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.
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Affiliation(s)
- Shoko Otake
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - Rebecca Treiman
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - Li Yin
- Department of Foreign Languages and Literatures, Tsinghua University
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Allan NP, Joye SW, Lonigan CJ. Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study. J Atten Disord 2017; 21:600-609. [PMID: 24282144 DOI: 10.1177/1087054713512522] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. METHOD The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). RESULTS Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. CONCLUSION The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.
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29
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Abstract
Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycINFO Database Record
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Affiliation(s)
| | | | - Beth M Phillips
- Department of Educational Psychology, Florida State University
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30
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Bedard C, Bremer E, Campbell W, Cairney J. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design. Front Pediatr 2017; 5:298. [PMID: 29387681 PMCID: PMC5776324 DOI: 10.3389/fped.2017.00298] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/16/2017] [Accepted: 12/22/2017] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE School readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3-4 years. METHODS A within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies), 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc.) or toys (e.g., puzzles, building blocks), and a 15-min interactive reading circle during which children read a storybook and were taught 1-2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.). A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3) was recruited. All children were assessed four times: baseline (Time 1), pre-intervention (Time 2), post-intervention (Time 3), and 5-week follow-up (Time 4). Gross motor skills and preliteracy skills were assessed at each time point. RESULTS There was a statistically significant effect of time on the change in gross motor skills (Wilks' lambda = 0.09, p = .002), print-concept skills (Wilks' lambda = 0.09, p = .001), and alphabet knowledge (Wilks' lambda = 0.29, p = .046). Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3. CONCLUSION Participation in a direct-instruction movement and preliteracy program led to positive improvements in gross motor skills, print-concept knowledge, and alphabet knowledge in 3- to 4-year-old children over time. Future research needs to evaluate the effectiveness of this movement and preliteracy skill intervention on various other indicators of child development and health. CLINICAL TRIAL REGISTRATION Play and Pre-Literacy among Young Children (PLAY) NCT02432443.
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Affiliation(s)
- Chloe Bedard
- INfant and Child Health (INCH) Lab, Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada
| | - Emily Bremer
- INfant and Child Health (INCH) Lab, Department of Kinesiology, McMaster University, Hamilton, ON, Canada
| | - Wenonah Campbell
- INfant and Child Health (INCH) Lab, School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
| | - John Cairney
- INfant and Child Health (INCH) Lab, Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada.,INfant and Child Health (INCH) Lab, Department of Kinesiology, McMaster University, Hamilton, ON, Canada.,Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
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31
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Abstract
Much research on literacy development has focused on learners of alphabetic writing systems. Researchers have hypothesized that children learn about the formal characteristics of writing before they learn about the relations between units of writing and units of speech. We tested this hypothesis by examining young Chinese children's understanding of writing. Mandarin-speaking 2- to 5-year-olds completed a graphic task, which tapped their knowledge about the formal characteristics of writing, and a phonological task, which tapped their knowledge about the correspondence between Chinese characters and syllables. The 3- to 5-year-olds performed better on the graphic task than the phonological task, indicating that learning how writing appears visually begins earlier than learning that writing corresponds to linguistic units, even in a writing system in which written units correspond to syllables. Statement of contribution What is already known on this subject? Learning about writing's visual form, how it looks, is an important part of emergent literacy. Knowledge of how writing symbolizes linguistic units may emerge later. What does this study add? We test the hypothesis that Chinese children learn about writing's visual form earlier than its symbolic nature. Chinese 3- to 5- year-olds know more about visual features than character-syllable links. Results show learning of the visual appearance of a notation system is developmentally precocious.
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Affiliation(s)
- Lan Zhang
- Department of Psychological and Brain Sciences, Washington University in St. Louis, Missouri, USA
| | - Li Yin
- Center for the Study of Language and Psychology, Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - Rebecca Treiman
- Department of Psychological and Brain Sciences, Washington University in St. Louis, Missouri, USA
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32
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Bigozzi L, Tarchi C, Pezzica S, Pinto G. Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. J Learn Disabil 2016; 49:51-64. [PMID: 24608754 DOI: 10.1177/0022219414522708] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an emergent literacy model for the analysis of the characteristics of future dyslexic children and normally reading peers in Italian, a transparent writing system. A cohort of 450 children was followed from the last year of kindergarten to the third grade in their reading acquisition process. Dyslexic children were individuated (Grade 3), and their performances in kindergarten in textual competence, phonological awareness, and conceptual knowledge of the writing system were compared with a matched group of normally reading peers. Results showed the predictive relevance of the conceptual knowledge of the writing system. The study's implications are discussed.
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33
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Abstract
Children who are knowledgeable about the basic properties of writing when formal literacy instruction begins are better prepared to benefit from that instruction than children who know less about this topic. In the present study, we examined U.S. preschoolers' knowledge about one aspect of writing: its spatial arrangement. Our participants, who had a mean age of 4 years, 2 months and who could not read any words in a list of simple words, were significantly above the level of chance at determining that horizontally arranged strings of letters are more like the writing in books than are letters with vertical, diagonal, or scattered arrangements. Contrary to the theory that children learn about the characteristics of writing that hold true in all writing systems before they learn about the characteristics that are specific to their own writing system, young children did not show a priority for vertical arrangements. The results are more consistent with the hypothesis that preschoolers apply their statistical learning skills to the spatial layout of writing.
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Affiliation(s)
| | | | - Brett Kessler
- Psychology Department, Washington University in St. Louis
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34
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Nicolopoulou A, Cortina KS, Ilgaz H, Cates CB, de Sá AB. Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence. Early Child Res Q 2015; 31:147-162. [PMID: 25866441 PMCID: PMC4391821 DOI: 10.1016/j.ecresq.2015.01.006] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children's school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children.
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35
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Sloat EA, Letourneau NL, Joschko JR, Schryer EA, Colpitts JE. Parent-mediated reading interventions with children up to four years old: a systematic review. ACTA ACUST UNITED AC 2014; 38:39-56. [PMID: 25533602 DOI: 10.3109/01460862.2014.983279] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Research demonstrates that literacy and academic achievement are predicated on the emergent literacy knowledge and skills children acquire from birth up to 4 years of age. Parents are children's first and most important language and literacy teachers, yet not all parents have the capacity to establish an adequate early literacy foundation. Efforts to address this situation have resulted in numerous programs aimed at fostering emergent literacy development. This systematic review evaluates evidence on the effectiveness of parent-mediated interventions that increase the time parents spend reading with young children up to 4 years old. Four studies met inclusion criteria, reporting outcomes for 664 children. Three provided data for meta-analysis of effects on reading duration. The standardized mean difference in reading duration was 1.61 (95% CI, 1.03, 2.19 fixed-effect), favoring intervention over control. Results indicate that interventions aimed at increasing the amount of time parents spend reading interactively with their children yield positive results. Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers.
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36
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Abstract
OBJECTIVE This study examined the early developmental context of children in immigrant families (CIF), measured by the frequency with which parents share books with their children. METHODS Trends in the frequency with which parents report book sharing, defined in this analysis as reading or sharing picture books with their young children, were analyzed across immigrant and nonimmigrant households by using data from the 2005, 2007, and 2009 California Health Interview Survey. Stepwise multivariate logistic regression assessed the likelihood that CIF shared books with parents daily. RESULTS In this study, 57.5% of parents in immigrant families reported daily book sharing (DBS), compared with 75.8% of native-born parents. The lowest percentage of DBS was seen in Hispanic families with 2 foreign-born parents (47.1%). When controlling for independent variables, CIF with 2 foreign-born parents had the lowest odds of sharing books daily (odds ratio [OR]: 0.61; 95% confidence interval [CI]: 0.54-0.68). When stratified by race/ethnicity, separate multivariate logistic regressions revealed CIF status to be associated with lower odds of DBS for Asian (OR: 0.56; 95% CI: 0.38-0.81) and Hispanic CIF (OR: 0.49; 95% CI: 0.42-0.58). CONCLUSIONS There is an association between the lower odds of DBS and parental immigrant status, especially for Hispanic and Asian children. This relationship holds after controlling for variables thought to explain differences in literacy-related practices, such as parental education and income. Because book sharing is central to children's development of early literacy and language skills, this disparity merits further exploration with the aim of informing future interventions.
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Affiliation(s)
- Natalia Festa
- School of Medicine, Stanford University, Stanford, California
| | - Pooja D Loftus
- School of Medicine, Stanford University, Stanford, California;Division of General Medical Disciplines, Department of Medicine, and
| | - Mark R Cullen
- School of Medicine, Stanford University, Stanford, California;Division of General Medical Disciplines, Department of Medicine, and
| | - Fernando S Mendoza
- School of Medicine, Stanford University, Stanford, California;Division of General Pediatrics, Department of Pediatrics, School of Medicine, Stanford University, Stanford, California
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37
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Abstract
OBJECTIVE To develop a brief tool for screening of emergent literacy skills in preschool children (3-5 years old) in pediatric clinics. METHODS Parents were given an 8-item questionnaire, and the children were tested with the Get Ready to Read-Revised (GRTR-R) screener. With the GRTR-R score as gold standard, the parent questionnaire was optimized using various combinations of questions and response weights in one half of the sample. The resulting 5-item questionnaire was then validated using the other half of the sample. RESULTS A total of 203 patients were enrolled. In the validation sample, the 5-item questionnaire had sensitivity and specificity vis-à-vis the GRTR-R of 100% and 78.6% in 5-year-olds (cutoff score of 8) and 78.6% and 68.2% in 4-year-olds (cutoff of 6). The questionnaire did not perform well in 3-year-olds. CONCLUSION A very brief parent questionnaire may be useful as a first-line screener for early reading problems.
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38
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Abstract
Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD.
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Affiliation(s)
- Meghan M Davidson
- Department of Communication Sciences & Disorders/Waisman Center, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Dr., Madison, WI, 53706, USA,
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39
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Abstract
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children's speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children's books influenced parent utterances throughout the age range studied, but children's utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters' sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment.
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40
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Goodrich JM, Lonigan CJ, Farver JM. Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer. J Educ Psychol 2013; 105:414-426. [PMID: 24019555 DOI: 10.1037/a0031780] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed.
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41
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Abstract
Learning about letters, and how they differ from pictures, is one important aspect of a young child's print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent-child conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about letters, differentiating them from pictures, by 1-2 years of age and that some of these conversational patterns change across the preschool years in ways that emphasize important features of letters, such as their shape. We also found that children talk about letters and pictures in distinct ways, suggesting an implicit understanding of some of the differences between letters and pictures at an early age. Some differences in parent-child conversations about letters were found as a function of socioeconomic status: Lower SES families appeared to focus more on alphabetic order than higher SES families. The general letter knowledge expressed in these conversations suggests that everyday interactions are an important component of the home literacy environment and that they differ, in some respects, as a function of child age and family background.
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Affiliation(s)
- Sarah Robins
- Philosophy-Neuroscience-Psychology Program, Washington University in St. Louis
| | | | - Nicole Rosales
- Psychology Department, Washington University in St. Louis
| | - Shoko Otake
- Psychology Department, Washington University in St. Louis
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42
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Puranik CS, Lonigan CJ. Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills. Early Child Res Q 2012; 27:284-294. [PMID: 22523450 PMCID: PMC3328802 DOI: 10.1016/j.ecresq.2011.09.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling.
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43
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Abstract
The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A group of 293 preschool children were administered an assessment battery that included measures to examine oral language, nonverbal cognition, emergent reading, and writing. Children were divided into four groups based on their language and cognitive performance. The findings from this study show that as early as preschool, children with weaker oral language skills lag behind their peers with stronger oral language skills in terms of their writing-related skills. Children with oral language and cognitive deficits performed more poorly than children whose deficits were confined to oral language. A child's cognitive ability also has an impact on emergent writing skills, but it appears to be moderated by oral language skills. These results are consistent with research documenting links between preschool language and emergent reading in children with a history of LI.
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44
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Piasta SB, Petscher Y, Justice LM. How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement. J Educ Psychol 2012; 104:954-958. [PMID: 26346643 DOI: 10.1037/a0027757] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy achievement on 3 standardized measures was assessed at the end of 1st grade. Diagnostic indices (sensitivity, specificity, and negative and positive predictive power) were generated to examine the extent to which attainment of various preschool letter-naming benchmarks was associated with later risk for literacy difficulties. Results indicated generally high negative predictive power for benchmarks requiring children to know 10 or more letter names by the end of preschool. Balancing across all diagnostic indices, optimal benchmarks of 18 uppercase and 15 lowercase letter names were identified. These findings are discussed in terms of educational implications, limitations, and future directions.
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Downer J, Pianta R, Fan X, Hamre B, Mashburn A, Justice L. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs. NHSA Dialog 2011; 14:189-212. [PMID: 23144591 PMCID: PMC3491358 DOI: 10.1080/15240754.2011.613129] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.
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Affiliation(s)
- Jason Downer
- Center for Advanced Study of Teaching and Learning, University of Virginia
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Abstract
The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed.
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Affiliation(s)
- Cynthia S. Puranik
- Department of Communication Science and Disorders, University of Pittsburgh, 4033 Forbes Tower, Pittsburgh, PA 15260, USA ()
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47
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Abstract
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
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Piasta SB, Wagner RK. Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. J Exp Child Psychol 2010; 105:324-44. [PMID: 20097352 PMCID: PMC2978809 DOI: 10.1016/j.jecp.2009.12.008] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2009] [Revised: 12/11/2009] [Accepted: 12/18/2009] [Indexed: 11/18/2022]
Abstract
Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.
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Affiliation(s)
- Shayne B Piasta
- Preschool Language and Literacy Lab, The Ohio State University, Columbus, OH 43210, USA.
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Wilson SB, Lonigan CJ. Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools. J Learn Disabil 2010; 43:62-76. [PMID: 19822699 PMCID: PMC3880683 DOI: 10.1177/0022219409345007] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children's overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills.
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Wilson SB, Lonigan CJ. An evaluation of two emergent literacy screening tools for preschool children. Ann Dyslexia 2009; 59:115-131. [PMID: 19834812 PMCID: PMC3279733 DOI: 10.1007/s11881-009-0026-9] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2008] [Accepted: 04/16/2009] [Indexed: 05/28/2023]
Abstract
Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity.
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Affiliation(s)
- Shauna B Wilson
- Department of Psychology, Florida State University, Tallahassee, 32306-4301, USA.
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