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Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee
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In: Electronic Theses and Dissertations (2015)
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| 102 |
A Case Study OF Four Korean Mothers’ Behaviors And Beliefs During Korean And English Picture Book Read Alouds With Their PreSchool-Aged Bilingual Children
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In: Electronic Theses and Dissertations (2015)
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| 103 |
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten
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In: Education and Policy Briefs (2015)
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| 104 |
Why and How to Teach Culture in a World Language Class
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 105 |
Enriching a Child’s Literacy Environment (ECLE) Parents Enriching Home Environments Improving Children’s Mental - Psychomotor Skills
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In: National Youth Advocacy and Resilience Conference (2015)
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| 106 |
If You Give a Preschooler a Muffin: Building Literacy Skills in Urban Poverty Communities
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In: National Youth Advocacy and Resilience Conference (2015)
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| 107 |
A Study of Prekindergarten Impact on Early Literacy Readiness
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In: Dissertations (2015)
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| 108 |
A Comparison Study of Parents’ Perceptions of Quality in Early Childhood Programs
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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| 109 |
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum
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In: Graduate Theses and Dissertations (2015)
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Abstract:
This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills. A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this intervention have shown it to be effective for teaching phonological awareness (PA) skills, including blending, segmenting, word part identification, and initial phoneme identification. Alphabet instruction is included in the intervention, although effects have been minimal. Instructive feedback was investigated as a novel method of incorporating alphabet instruction within a scripted phonological awareness intervention. Instructive feedback that modeled letter names and letter-sound correspondences was included during the positive feedback in PAth to Literacy. A multiple baseline design across sets of letters was used to determine whether students acquire letter names and sounds through observational learning. Each phase of the study included instructive feedback that modeled names and sounds for a set of four letters. Upon completion of each phase, a new set of four letters was introduced. An Alphabet Mastery Monitor was used to measure student growth on alphabet skills. Student progress on PA tasks also was measured using a researcher-developed PA Fluency Measure. It was hypothesized that students would learn letters modeled through instructive feedback during each phase and would demonstrate progress on the PA skills taught through direct instruction. The six children who completed the experiment demonstrated gains in phonological awareness skills following instruction with PAth to Literacy. However, there were no consistent gains on alphabet skills following instructive feedback. A second experiment was conducted to determine whether changes in the delivery of instructive feedback resulted in gains on the Alphabet Mastery Monitor. Researchers served as interventionists and instruction was delivered one-on-one. The instructive feedback was modified to include a progressive time delay and letters were discriminated from a field of four. Eight children completed the full intervention. All children demonstrated gains on phonological awareness and alphabet knowledge following instruction, indicating that a modified version of instructive feedback can be used to teach alphabet skills. Information from this study will inform clinical practice for educators including speech-language pathologists. Instructive feedback is a useful tool for educators and speech language pathologists to use when teaching early language and literacy skills.
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Keyword:
Early Childhood; Early Literacy; Intervention; Kindergarten Teacher Education; Pre-Elementary; Preschool; Response to Intervention
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URL: https://digitalcommons.usf.edu/etd/6005
https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=7201&context=etd
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| 110 |
English language learning kindergartners' dynamic responses to picturebook reading
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In: Open Access Dissertations (2015)
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| 111 |
Professional Development Based On The Common European Framework of Reference for Languages And The New Ontario French Immersion Curriculum: A Case Study of Reflective Practice
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In: Electronic Thesis and Dissertation Repository (2015)
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| 112 |
"I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City
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In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2015)
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| 113 |
Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990
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In: Zea E-Books Collection (2015)
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| 114 |
Impact of a Teacher Training Program to Increase Informative Praise and Decrease Commands and Negative Comments
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In: Masters Theses & Specialist Projects (2015)
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| 115 |
Reading Intervention Using Interactive Metronome Treatment
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In: Masters Theses & Specialist Projects (2015)
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| 116 |
Die Language Route –Erzieherinnen als kompetente Sprachförderkräfte ...
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| 117 |
Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes ...
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| 118 |
Sprachförderstrategien im Kita-Alltag - Analysen von Gesprächen zwischen Fachkräften und Kindern ...
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| 119 |
Bilinguale pädagogische Fachkräfte als vorteilhafte Ressource in der Arbeit mit mehrsprachigen Kindern?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 311-317 (2014)
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| 120 |
Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 378-389 (2014)
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