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Observations of a Four-Year Old's Writing through the Writer's Workshop Approach in a Home Context with Parental Participation: A Case Study
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In: Journal of Classroom Research in Literacy; Vol. 12 (2022) ; 1918-2449 (2022)
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Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
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In: Australian Journal of Teacher Education (2021)
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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
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Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
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In: Educational Considerations (2021)
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Práticas de literacia familiar e crenças de autoeficácia parental: caracterização e a sua relação com os conhecimentos de literacia emergente de crianças do ensino pré-escolar
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| 7 |
The Connection Between Pre-Literacy Development and Parent Use of Strategies
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In: Honors Projects (2021)
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| 8 |
Fostering Preschool Emergent Literacy Development Through Parent Involvement in the Preschool Classroom
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In: Culminating Experience Projects (2021)
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| 9 |
Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students
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In: Journal of Multilingual Education Research (2021)
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| 10 |
Risk and resilience in beginning reading in New Zealand
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Abstract:
This thesis aimed to extend the knowledge base regarding children’s risk and resilience in reading acquisition during their early schooling. In New Zealand (NZ) and other English speaking countries, children typically start their schooling lives with large differences in their emergent literacy skills. To understand the developmental and educational implications of these skill differences, research is needed to establish methods for describing children’s developing skills. To this end, we undertook three separate studies investigating ways for describing children’s emergent literacy and progress in beginning reading. Study one investigated the tools that NZ new entrant teachers use to screen and monitor children’s oral language and emergent literacy skills. The results of this Qualtrics NZ-wide online survey indicated teachers use a variety of methods. These ranged from informal teacher-developed tasks to published measures, with instructional book level most commonly used to monitor children’s literacy progress. Furthermore, teachers indicated that they desired new tools that were NZ-specific, current, user-friendly, efficient to use, and focussed on both oral language and phonological awareness skills. Study two evaluated the usefulness of progress monitoring (i.e., repeated assessments) with a NZ sample of children in their first year of school. Children were assessed twice-weekly for eight weeks with two early literacy skill tasks (phonological awareness and grapheme-phoneme correspondence). Growth modelling indicated three distinct growth trajectories during this window (i.e., latent classes) for both tasks: typical, developing (i.e., started lower but then improved), and limited progress (i.e., started lower with little change). Furthermore, class membership differentiated children’s mid-year and year-end literacy skills, indicating predictive validity. These results support consideration of monitoring progress on early literacy skill development to aid in an earlier identification of children at risk of reading acquisition difficulties, prior to the traditional screening at age six in NZ. Study three modelled the contributions of school-entry literacy and early literacy trajectories to literacy progress at year-end. School-entry assessment comprised adult-child shared reading with embedded activities assessing a child’s oral language and emergent literacy skills (concurrent validity evaluated in Study 3a). To model early literacy trajectories (Study 3b), children were assessed on three fluency-based tasks (phonological awareness, grapheme-phoneme correspondence, and word identification), every fourth school week over their first six months of schooling (i.e., five sessions). Results indicated both direct and indirect contributions (via early literacy trajectories) of skills at school-entry to reading progress after one year of schooling. Overall, this thesis demonstrates that: (a) there is a desire for NZ-context, research-based, and current tools for use by new entrant teachers; and (b) skills at school entry and developmental growth during the first year of school are important considerations for early literacy researchers and practitioners. A potential practice implication is that using the right tools within a two-stage screening approach—school-entry screening augmented by monitoring children’s early skill acquisition progress—may help teachers identify those children at risk for reading acquisition difficulties within six months of school-entry in NZ. This combined approach could inform targeted instruction based on each child’s specific learning support needs.
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Keyword:
assessment; emergent/early literacy skills; first sound fluency; grapheme-phoneme correspondence; growth modelling; letter sound fluency; oral language; PELI®; phonological awareness; progress monitoring; reading acquisition risk; school-entry; two-stage screening; word identification fluency
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URL: http://hdl.handle.net/10523/12347
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| 11 |
Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506 (2020)
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| 12 |
Oral Language Assessment in the Preschool and Primary Grades: Definitions, Measures, and Theoretical Lens
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| 13 |
Shared reading practices between parents and young children with Down syndrome in Ireland
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| 14 |
Aprender a ler, ler para aprender : o impacto diferencial da mediação didática de escrita inventada no processo de desenvolvimento emergente da literacia
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| 15 |
Aprender a ler, ler para aprender: o impacto diferencial da mediação didática de escrita inventada no processo de desenvolvimento emergente de literacia
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| 16 |
Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 3 ; 337-349 (2020)
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| 17 |
Home Languages and Home Learning: Literacy (Romanian version)
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| 18 |
Home Languages and Home Learning: Literacy (Arabic version)
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| 19 |
Home Languages and Home Learning: Literacy (Portuguese version)
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| 20 |
Home Languages and Home Learning: Literacy (Polish version)
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