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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 3 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 4 |
Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
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In: Journal of Educational Supervision (2021)
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| 5 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 6 |
Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 7 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 8 |
Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning
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Alghamdi, Rana. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 9 |
Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 10 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 11 |
Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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| 12 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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| 13 |
Predictive Validity of Standards-based and Curriculum-embedded Assessments for Predicting Readiness at Kindergarten Entry
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In: Graduate Theses and Dissertations (2020)
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| 14 |
Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English
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In: Theses and Dissertations (2020)
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Abstract:
Purpose. The purpose of this study was to gain a better understanding of the complex relationship between spoken language and emergent literacy skills for children who speak African American English (AAE). Therefore, this study examined children’s language proficiency, dialect use, and emergent literacy skills at the beginning of Head Start preschool and throughout the entire academic year. Methods. This study analyzed scores from a database of 120 preschool children who spoke AAE. Data included narrative retells of the wordless picture book Frog Where Are You? that were transcribed utilizing Systematic Analysis of Language Transcript (SALT) Software. Narrative retells were then coded for dialect density (DDM), Narrative Scoring Scheme (NSS) and an adapted Subordination Index (SI) score that accounted for AAE morphosyntactic features. Additional measures included the Peabody Picture Vocabulary Test (PPVT) and two subtests of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) (i.e. print awareness and alphabet knowledge). Taken together, these measures were analyzed for potential relationships using correlation analyses, repeated measures analysis of variance (ANOVA), and multiple regression analyses. Results. Analysis revealed significant negative correlations between DDM, print awareness, PPVT, and NSS at the beginning of Head Start. However, a multiple regression analysis indicated that there was no unique relationship between DDM and print awareness scores. Upon examining growth across the academic year, children demonstrated significant gains in their NSS and emergent literacy scores when comparing fall and spring performance; however, changes in dialect were not related to changes in NSS scores and emergent literacy gains were again shown to not be exclusively related to dialect. Overall, NSS scores most predicted measures of emergent literacy across analyses, indicating that any relationship between dialect use and emergent literacy skills was fully explained by the children’s oral language skills alone. Conclusions. Because dialect use did not uniquely predict language or emergent literacy skills, we concluded that, at this early stage in literacy development, dialect use is more of an independent factor. This adds to the work of Terry and Connor (2012), who found dialect use to be independent of word reading, receptive vocabulary abilities, and phonological awareness skills. These findings will help clinicians working with diverse speakers better understand the relationship between dialect use, language skills, and emergent literacy abilities, as well as better support children’s literacy development at this crucial early stage. Due to small sample sizes and the inclusion of only two dimensions of emergent literacy skills, caution should be used when generalizing and interpreting the findings.
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Keyword:
African American English; and Multicultural Education; Bilingual; Dialect; Early Childhood; Emergent Literacy; Kindergarten Teacher Education; Multilingual; Narrative; Other Rehabilitation and Therapy; Pre-Elementary; Speech therapy; Speech-language pathology
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URL: https://dc.uwm.edu/etd/2453
https://dc.uwm.edu/cgi/viewcontent.cgi?article=3458&context=etd
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| 15 |
The Promise Of Language Planning In Indigenous Early Childhood Education In Mexico
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In: Publicly Accessible Penn Dissertations (2020)
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| 16 |
Teacher Interactions, Teacher Bias and Child Behavioral Health
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In: Doctoral Dissertations (2020)
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| 17 |
Supporting English Learners through Practice-Based Research
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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| 18 |
All About the American Flap
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In: Faculty Publications (2019)
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| 19 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 20 |
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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