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1
Franco, Amy C. "The Relationship Between School Mobility and the Acquisition of Early Literacy Skills." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365093752.
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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.
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Cubelic, Cathleen J. "iPad 2 Applications and Emergent Literacy: Do They Have an Impact on the Acquisition of Early Literacy Skills?" Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1370348007.
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Bostelman, Tiffany J. "The Effects of Rhyme and Music on the Acquisition of Early Phonological and Phonemic Awareness Skills." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281545878.
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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.
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Johnson, Cassandra. "Concepts About Print and Literacy Skill Acquisition of Preschool Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1359.
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Choosing the most effective method of teaching literacy acquisition that will improve student achievement is a challenge for many early childhood educators. The problem is the target school district where this study took place did not have a curriculum for preschool teachers to use that provided reading instruction. The purpose of this causal comparative study was to explore the relationship between Concepts About Print (CAP) scores of preschool students who received direct CAP instruction and those who received indirect instruction through indirect reading and writing activities. Guided by Marie Clay's theory, which concludes that reading difficulties among beginning readers stem from a lack of attention to print concepts, this study examined students' knowledge of print conventions. A comparative research design compared pre- and post-test scores on the CAP assessment. An analysis of covariance with the pretest as the covariate was also performed in this study. Results revealed that students who were taught print concepts directly scored higher on the CAP assessment than did the students who were taught indirectly. Research findings from this study could aid administrators in the target school district with developing a technique to teach reading for preschool teachers on the local level, which will lead to social change by providing each preschool student with the strong literacy foundation needed to ensure later school success. Lifelong readers can begin in preschool.
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Cusumano, Dale Lynn. "Early learning experiences education with coaching and the effects on the acquisition of literacy skills in preschool children /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001037.
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Durst, Elizabeth Ann. "Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491.
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Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.
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Thesis (MEd )--University of Stellenbosch, 2009.<br>This research was undertaken due to the increase of Afrikaans L1 learners in an
English medium class and the problems these learners face. This study reports on An
Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the
emergent literacy of grade two learners in terms of specific literacy skills in English.
This survey aimed to assist the educator in determining the progress and processing
behaviours made by Afrikaans L1 learners in terms of literacy content in an English
medium class. The Observation Survey was conducted thrice over a three month
period.
It was aimed at determining what processing skills and strategies the learners use and
if traditional teaching combined with Outcomes Based Education (OBE) enabled
learners to acquire strategies for learning. Simultaneously it was determined if code
switching, code mixing and mother tongue (Afrikaans) use facilitated learning. The
data indicated the language problems, preference and proficiency of the learners.
This research necessitated the use of both quantitative and qualitative data. Using a
case study design, a qualitative tool with quantitative elements was used to collect
data. Further data was collected at parent meetings with the learners in the study as
well as from written correspondence from parents. This data gave insight to the
learner’s ethnographic background and the language proficiency of the parents.
The findings of this study indicate the need for ongoing support and in-service
training for educators in the ever changing curriculum. In conclusion it was
determined that various factors contribute to the literacy development of learners. In
order for them to stay abreast with the curriculum further research and support is
imperative for educators.
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Hagans-Murillo, Kristi S. "The effects of phonological awareness instruction on socioeconomic status differences in the acquisition of early literacy and reading skills in first graders from low socioeconomic settings /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9977903.
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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-116). Also available for download via the World Wide Web; free to University of Oregon users.
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Costa, Hugo Câmara. "Cognitive, behavioral and familial associations of reading acquisition and academic achievement : a population-based longitudinal study from kindergarten to middle school." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H115.
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Les études longitudinales en milieu scolaire débutant en maternelle permettent une analyse des facteurs propres à l'enfant et à son environnement impliqués dans le développement de la lecture et de la réussite scolaire. Cependant, les études visant à analyser l'influence longitudinale de ces facteurs dès l'école maternelle restent exceptionnelles en France. Une étude épidémiologique initiée en 2001 dans la Communauté Urbaine de Creusot Montceau (Saône-et-Loire, France) avait comme objectif l'examen des contributions des facteurs propres à l'enfant et des variables environnementales dans l'acquisition de la lecture et la réussite scolaire dès la maternelle (3-6 ans) jusqu'au milieu de l'école élémentaire (CE2, 8-9 ans). Le travail de thèse présenté a permis le prolongement de la période de recueil de donnés jusqu'à la fin du collège (3ème, 14-15 ans) représentant une période de suivi de 10 ans dans la population générale. L'objectif principal de ce travail est d'identifier les facteurs propres à l'enfant (cognitifs, académiques et comportementaux) et des variables environnementales (facteurs sociodémographiques et caractéristiques familiales) dans le développement de la lecture à la fin de l'école primaire (CM2) et la réussite scolaire à la fin du collège (3ème). Les échantillons comprenaient 829 enfant inscrits en Grande Section de Maternelle pendant l'année scolaire 2001-2001 (Cohorte 1, 90% de l'échantillon initial) suivis jusqu'à la fin du collège (année scolaire 2010-2011) et 812 enfants de Grande Section de Maternelle durant l'année 2003-2004 (Cohorte 3) suivis jusqu'à la fin de l'école élémentaire (Cours Moyen 2, année scolaire 2008-2009). En Grande Section de Maternelle, le recueil de données a compris l'évaluation des compétences cognitives, académiques et comportementales des enfants, ainsi que le recueil des informations concernant le contexte familial. Les mesures de réussite scolaire ont compris les résultats des enfants dans les évaluations nationales réalisées à la fin du collège pour la Cohorte 1, (Diplôme National du Brevet) et les performances des enfants dans une mesure standardisée de lecture de mots à la fin de l'école élémentaire pour la Cohorte 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). Les compétences de traitement phonologique, la connaissance de lettres et le comportement attentif étaient les prédicteurs le plus significatifs de la lecture de mots au Cours Moyen 2. Le signalement par les parents d'antécédents familiaux de difficultés de lecture était associé simultanément avec des difficultés de lecture et le comportement inattentif à la fin de l'école élémentaire. En 3ème année du collège, les compétences de langage oral, la connaissance de lettres, la mémoire verbal à court terme, le raisonnement perceptif (facteur non-verbal) et le comportement attentif des enfants en maternelle, ainsi que le niveau d'éducation des parents et le type de famille, ont prédit significativement la mesure de réussite scolaire générale à la fin du collège. En outre, les résultats ont montré l'influence de plusieurs caractéristiques familiales dont la nationalité du père, le mode de garde avant la scolarisation, les rituels d'endormissement et les antécédents familiaux de difficultés de lecture. Ces caractéristiques renvoient à des facteurs qui mettent un enfant en risque d'échec scolaire à la fin du collège. Ce travail contribue à la littérature scientifique existante concernant les facteurs propres à l'enfant et à son environnent familial liés à l'acquisition de la lecture et à la réussite scolaire. Les résultats permettent l'identification des facteurs familiaux mettant un enfant à risque d'échec scolaire. Il ont des importantes implications pour repérer le plus précocement possible les enfants à risque de développer des difficultés de lecture et d'échec scolaire et pour mettre en place des programmes d'intervention adéquats à ses difficultés dès le début des trajectoires académiques de l'enfant<br>Longitudinal studies starting during kindergarten provide an appropriate method to investigate the child- and environmental-level factors that account for children's reading and academic achievement later in their educational trajectories. In France, studies designed to follow-up children longitudinally from kindergarten onwards remain scarce. An epidemiological study started in 2001 in the Urban Community of Creusot Montceau (Saône-et-Loire, France) sought initially to identify the factors associated with children's reading acquisition and academic achievement from preschool (3-6 years) to the middle of elementary school (Grade 3, 8-9 years). The PhD project reported here aimed to extend the original design of data collection to the end of middle school (Grade 9, 14-15 years) spanning a 10-year follow-up period in the general population. This work aimed to investigate the specific contributions of child-level factors (cognitive-academic skills, behavior problems) and environment-level factors (sociodemographic and family characteristics) for children's subsequent reading acquisition at the end of elementary school (Grade 5), as well as academic achievement at the end of middle school (Grade 9). The samples of analysis comprised 829 kindergarteners in the 2001-2002 school year (Cohort 1, 90% of the initial sample) followed through the end of middle school (Cohort 1, 2010-2011 school year) and 812 kindergarteners in the 2003-2004 school year (Cohort 3), from which a sub-sample of 154 participants was followed through the end of elementary school (2008-2009 school year). At kindergarten, assessment included measures of children's cognitive-academic and behavioral skills, as well as family background characteristics. Outcome measures were composed of children's results in the national evaluations performed at the end of middle school for Cohort 1 ("Diplôme National du Brevet") and of children's scores in standardized measures of word reading achievement at the end of elementary school for Cohort 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). The results indicated that children's phonological processing skills, letter knowledge and attentive behavior were the most robust predictors of word reading achievement at Grade 5. In addition, parental reports of familial antecedents of reading difficulties also contributed to predict word reading at Grade 5 and were specifically associated with both reading difficulties and inattention behavior at this grade level. At Grade 9, children's oral language skills, letter knowledge, short-term verbal memory, perceptual reasoning (non-verbal cognitive ability) and attentive behavior at kindergarten predicted significantly the outcome measure of general academic achievement at Grade 9, together with parental educational level and family structure. Moreover, results indicated the influence of several family characteristics referring to father's nationality, type of early childcare, language-based bedtime routines and familial antecedents of reading difficulties as risk factors for children's subsequent academic underachievement. The present work contributes to the extant literature regarding the child- and family-level factors associated with subsequent reading acquisition and academic achievement from kindergarten to elementary and middle school. Importantly, these results allowed the identification of novel familial risk factors that influence negatively children's subsequent academic trajectories. These findings have important implications regarding the child and family factors that should be targeted during kindergarten in order to prevent children's subsequent reading and academic difficulties and to promote adequate intervention strategies early in children's educational trajectories
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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.
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Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.
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Constantine, Joseph L. "Relationships among early lexical and literacy skills and language-literacy environments at home and school." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000474.
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Elder, Brigitte N. "Early predictors of emergent and conventional literacy skills : a longitudinal investigation /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
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Thesis (Ph. D.)--University of California, Davis, 2005.<br>Degree granted in Psychology. Dissertation completed in 2004; degree granted in 2005. Also available via the World Wide Web. (Restricted to UC campuses)
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Soutar, Rhona Ann. "Helping families develop early literacy skills in children, one school's attempts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ41819.pdf.
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Gannon, Kathryn M. "Teaching early literacy skills to a student with autism spectrum disorder /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_ganno_teach.pdf.
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Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.
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MURDOCH, AMY R. "EVALUATING AN INTERVENTION PROGRAM DESIGNED TO IMPROVE EARLY LITERACY SKILLS BY INCREASING CHILD AND TEACHER ENGAGEMENT IN LITERACY ACTIVITIES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029156503.
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Moore, Tanya Britton. "A Relational Study of Executive Functioning Skills and Responses to Early Literacy Interventions." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592487229160024.
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Asbeck, Stephanie Ann. "The Relation of Inattention and Hyperactivity/Impulsivity to Basic Early Literacy Skills." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-05222006-192045/.
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This study examined the relationship of inattention and hyperactivity/impulsivity to phonemic awareness and mastery of the alphabetic principle in kindergarten children. Teacher rating scales were used to evaluate symptoms of inattention and hyperactivity/impulsivity and two subtests of the Dynamic Indicators of Basic Early Literacy Skills were used to assess children?s fluency in two basic literacy domains, phonemic awareness and mastery of the alphabetic principle. It was predicted that classroom behaviors related to the two dimensions of Attention Deficit Hyperactivity Disorder (ADHD) would be negatively related to children?s acquisition of both early literacy skills. After controlling for demographic differences and classroom assignment, multiple regression analyses indicated that inattention was negatively related to children?s mastery of the alphabetic principle. This relationship remained when verbal ability was added as a control variable. The hypotheses related to other relationships among early literacy skills and hyperactivity/impulsivity and inattention were not confirmed. Results are discussed in terms of their implications for explanations of the ADHD and reading disability comorbidity, and future research on the topic of the relationship between the dimensions of ADHD and the acquisition of early literacy skills.
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Irvin, Phillip. "The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19240.
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Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year.
Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics.
Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research.
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Wilson, Judith Ann. "The Effects of the PowerTouch Learning System on Emergent Literacy Skills." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509.
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Corbisiero, Amii. "Evaluating the Efficacy of the Parents Activate Literacy Skills Program." NSUWorks, 2009. http://nsuworks.nova.edu/cps_stuetd/21.
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The present study explored the efficacy of a parent implemented emergent literacy intervention to promote reading readiness and to improve parent-child relationships among preschoolers and their caregivers. Subjects were 24 parents and their preschool children ranging in age from three to five years who attend preschool at the Mailman-Segal Institute (MSI) for Early Childhood Studies. An assessment of the students' pre -literacy skills was conducted and teacher and parent rating scales that measured social- emotional and behavioral functioning were collected. Parents were randomly assigned to experimental and control groups. Parents assigned to the experimental group learned to implement activities from the Parents Activate Literacy Skills (PALS) curriculum in their daily routine to promote pre-literacy skills. Parents assigned to the control group learned to implement parenting techniques to promote improved parent-child interactions in an adapted version of Russell Barkley's Parent Training Program. Adherence to interventions was monitored by parents' self-report, and fidelity of implementation was assessed throughout the research by trained observers. The proposed study seeks to understand better the skills required for early literacy acquisition among preschoolers. The children were assessed pre and post-intervention using selected subtests of the Woodcock-Johnson III Achievement Battery and the Woodcock-Johnson III Tests of Cognitive Abilities. Parents were asked to complete behavior rating scales and a measure of parenting stress, while teachers were asked to complete behavior rating scales prior to and post-intervention. One-way (treatment versus control) analyses of covariance were used to test for differences between groups. Results from the analyses revealed that children in the Literacy Intervention group performed significantly better than children in the Behavior Management group on Oral Comprehension, Sound Blending, and Phonemic Awareness subtests of the Woodcock-Johnson. Additionally, parents in the emergent literacy intervention showed a significant decrease on the parent-child dysfunctional interaction scale of the Parenting Stress Index (PSI)-Short Form.
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Koussouhon, Leonard Assogba. "Enhancing English literacy skills through literature : a linguistics-oriented Francophone African perspective /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791500.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Clifford A. Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 160-169).
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Wilson, Judith Ann. "The effect of the PowerTouchTM learning system toy on emergent literacy skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1171411509.
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Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Cunningham, Anna Julie. "Age and schooling effects on the development of early literacy and related skills." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3901/.
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There is evidence to suggest that age (natural maturation and informal experience) and schooling (formal instruction at school) have differing effects on the development of cognitive skills between the ages of 5 and 7. There is also evidence that children who start learning how to read later in childhood make faster progress than those who start earlier in childhood. However, previous studies on reading development have typically confounded age with length of schooling. The current thesis investigates the separate role of each on the development of early literacy and related skills by comparing matched groups of children differing in either exposure to formal reading instruction or chronological age. Two longitudinal studies are presented, with seven key findings. Chapter 2 presents a cross-sectional study (n = 93) comparing a group of later-schooled 7 year olds with two control groups at the beginning of their first year of reading instruction (earlier-schooled ‘reading controls’ and earlier-schooled ‘age controls’). First, it was shown that vocabulary and short-term verbal memory skills developed with age, not schooling. Second, it was found that phoneme awareness can develop in the absence of formal reading instruction, and that this was more likely to happen in older than younger children. Chapter 3 presents a longitudinal study (n = 61) following the progress of the first two groups from chapter 2; a group of Steiner-educated 7 years olds (later-schooled group) and a group of standard-educated 4 year olds (earlier-schooled group) during their first two years of formal literacy instruction. Results showed that the older age and superior reading-related skills of the first group did not lead to faster progress in reading, and in fact this group showed worse progress in spelling. The good progress of the earlier-schooled group was attributed to more consistent and high quality phonics instruction. By comparing the predictors of reading and spelling in the two groups presented in chapter 3, chapter 4 showed that the skills underlying literacy development were similar in older and younger beginning readers, but that instructional emphasis on letter-sound knowledge in the earlier-schooled group reduced its power as a predictor. Chapter 5 used mediation analyses to show that letter-sound knowledge led to phonological awareness, which in turn led to reading in the earlier-schooled children, an effect which was attributed to the method of synthetic phonics instruction administered to these children. No significant mediation was shown in the later-schooled group. Chapter 6 presents a longitudinal study (n = 45) of the first two years of schooling in a standard school using the cut-off design. Results revealed that a dynamic measure was more effective than a static measure for measuring phoneme awareness in young children. Finally, there was an effect of both age and schooling on the development of phoneme awareness and early reading and spelling skills. These studies demonstrate that age-related factors in addition to schooling play a significant role in the development of reading-related skills. However, although there was evidence of an age effect on literacy skills during the first year of standard schooling (chapter 6), there was only limited evidence of such an effect over a larger age range (chapter 3). In conclusion, it is suggested that concerns that age 4-5 is too early to learn to read are unfounded, and that a delay in school entry age will not necessarily lead to benefits in the acquisition of reading.
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Coley, Brenda. "The Effects of Public Prekindergarten Participation on Kindergarteners' Early Literacy and Reading Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/537.
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High quality prekindergarten programs that provide students with core academic skills have been found to increase subsequent student reading achievement. However, students across the United States continue to show deficiencies in reading skills, a problem which may stem from a lack of participation in early childhood education. The study district offered a prekindergarten program, but the impact on later reading achievement was unknown. The purpose of this quantitative study was to examine the effects of a prekindergarten program on the subsequent reading skills of kindergarten students. The constructivist learning theories of Whitehurst, Lonigan, Piaget, and Vygotsky provided foundation. Research questions focused on the difference in early literacy skills between kindergarteners who attended the district's public prekindergarten program (n = 64) with students who did not participate (n = 64). Scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared using repeated measure analysis of variance at the beginning, middle, and end of the school year for those students who participated in a Pre-K program and those students who did not. Statistically significant findings revealed that participation in the public prekindergarten program yielded greater early literacy skills for kindergarteners when compared to those children who were not enrolled. The positive social change implications included providing local data on the reading achievement outcomes of students attending prekindergarten. The study findings will be useful to school administrators, teachers, and parents when making decisions on prekindergarten program availability and attendance.
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Justice, Natalie. "Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235.
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Chaparro, Erin Amber. "Monitoring the early literacy skills of English language learners in kindegarten and first grades /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232427901&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 154 - 159). Also available for download via the World Wide Web; free to University of Oregon users.
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Swan, Deanne W. "Emerging Paths to Literacy: Modeling Individual and Environmental Contributions to Growth in Children's Emergent Literacy Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/40.
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What is the developmental trajectory of the skills that underlie emergent literacy during the preschool years? Are there individual characteristics which predict whether a child will be at-risk for difficulties in acquiring literacy skills? Does a child’s experience in a high-quality early care and education environment enhance the development of his or her emergent literacy? The present study is an investigation of the individual and environmental factors relevant to children’s emergent literacy skills as they unfold in time. Using a combination of principal components analysis, growth modeling with a multi-level approach, and propensity score analysis, the trajectories of growth in emergent literacy were examined. In addition to child characteristics, the effects of early child environments on emergent literacy were also examined. The effects of home literacy environment and of high-quality early care and education environments were investigated using propensity score matching techniques. The growth in emergent literacy was examined using a nationally representative dataset, the Early Childhood Longitudinal Study – Birth cohort (ECLS-B). Child characteristics, such as primary home language and poverty, were associated with lower initial abilities and suppressed growth in emergent literacy. A high-quality home literacy environment had a strong effect on the growth of children’s emergent abilities, even after controlling for child characteristics. High-quality early care and education environments, as defined by structural attributes of the program such as class size, had a modest impact on the growth of emergent literacy skills for some but not all children. When high-quality early education was defined in terms of teacher interaction, children who are exposed to such care experienced an increase in growth of their emergent literacy abilities. This study provides an examination of individual and group paths toward literacy as an element of school readiness, including the role of environment in the development of literacy skills. These findings have implications for early education policy, especially relevant to state-funded preschool programs and Early Head Start, to provide insight into contexts in which policy and the investment of resources can contribute most effectively to early literacy development.
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Jones, Cindy D. "The Effects of Interactive Writing Instruction on Kindergarten Students' Acquisition of Early Reading Skills." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/148.
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This study focused upon the established importance of the reading-writing relationship and its posited effect on literacy development. A repeated-measures experimental design investigated the effects of interactive writing instruction on 151 kindergarten students’ acquisition of early reading skills. Multilevel modeling was used to evaluate the impact of the reading-writing relationship as operationalized with interactive writing and writing workshop on the acquisition of early reading skills as repeated outcome measures at four points in time (Level 1) were clustered within students (Level 2). Results of this study indicated that instruction grounded in the reading-writing relationship, namely, interactive writing and writers’ workshop combined with existing reading instruction, led to equal growth in kindergarteners’ acquisition of early reading skills for each of the outcome measures at each of the four time points assessed. The growth effects obtained from the use of the reading-writing instructional treatments used in this study compared with the national normative samples from the outcome measures indicated that the reading-writing instruction significantly increased the rate of growth for the early reading skills of phonemic awareness, alphabet knowledge, and word reading.
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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.
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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.
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Wright, Jill. "Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.
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<p> The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading Panel, emphasizing the importance of the five components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The study site historically used a traditional Balanced Literacy program, and reported proficiency scores in the 30th percentile overall. This research study investigated phonemic awareness and phonics as important components of a total literacy program, focusing on one supplementary program, Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). SIPPS, combined with a traditional Balanced Literacy program, was implemented over a period of five years in a suburban, Midwest elementary school. Results indicated that overall reading achievement improved over the five year implementation, with the most significant growth occurring in the first grade. Growth was slow and not significant from year-to-year, but did improve in all subgroups, including Black students and the free-and-reduced-lunch subgroup. Given the importance of early literacy acquisition, future studies should investigate other supplementary programs available to identify the most effective programs for student achievement.</p>
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Richard, Jessie A. "Implementing Class-wide Matching to Sample Instruction in Preschool Classrooms to Teach Early Literacy Skills." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798216443318.
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Duren, Althea. "An investigation of parents' and children's beliefs of early literacy acquisition from a cross-cultural perspective." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/3107.
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It has been reported that the cultural-historical experiences of ethnic group members can play a role in the literacy beliefs of those members. Socioeconomic conditions can also influence the belief system of the groups' constituents. This study investigated parents' and children's beliefs pertaining to early literacy acquisition as related to the ethnicity and socioeconomic status (SES) of the participants. The objectives were to determine (a) the differential patterns regarding emergent literacy and traditional skills approaches as they interact with ethnicity and SES and (b) the correspondence between parents and children's beliefs about literacy acquisition.
The study was conducted with 152 parents (38 low-income Hispanic, 38 middle-income Hispanic, 38 low-income African-American, and 38 middle-income African-American) and 36 of their 3-, 4-, or 5-year-old children (18 male and 18 female).
The parents were asked to check those items with which they agreed on a survey that consisted of an equal number of items from the traditional skills-based and emergent literacy orientations. These responses were used to determine the differences and interaction by ethnicity and SES. The children responded to open-ended questions related to the instruction of reading and writing skills. The parents' responses and children's answers were compared to ascertain the matching parent-child dyads by ethnicity and SES.
An item analysis was conducted to strengthen the internal reliability consistency coefficient of the traditional skills-based and emergent literacy scales as measured by the Cronbach Alpha.
A two-way multivariate analysis of variance (MANOVA) revealed a significant difference in traditional skill-based beliefs for the low-income African-American and Hispanic parents. There were no significant findings for the parents' traditional skill-based or emergent literacy beliefs based on ethnicity, for the interaction between ethnicity and SES, or for the relationship between parents' and children's literacy beliefs by ethnicity and SES.
It can be concluded that low-income African-American and Hispanic parents believe in the traditional skills approach, indicating that these parents find it necessary for children to have sufficient school readiness skills prior to learning to read or write. In addition, the parent and child dyads had a strong tendency toward emergent literacy beliefs.
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Stone, Kimberly A. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments: a preliminary study." Thesis, Copyright Kimberly A.Stone, 2006. All rights reserved, 2006. http://hdl.handle.net/10057/363.
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Seven boys who had received intervention for highly unintelligible speech were tested for metaphonological awareness skills and alphabetic knowledge at the beginning of the summer prior to their entering kindergarten. Five of these boys participated in 12 small-group [2-hour] sessions that incorporated lessons from a comprehensive multisensory early literacy program. Two of the seven boys were not able to participate in the sessions because of summer activity conflicts. Post-treatment scores were compared with pre-treatment scores for each of the boys and for the two groups. Results indicated that the children in the treatment group made substantially greater gains on tasks measuring metaphonological awareness skills and alphabetic principle knowledge during the 6-weeks period than the boys who did not receive services.<br>Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Disorders and Sciences.<br>"May 2006."<br>Includes bibliographic references (leaves 62-68)
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Stone, Kimberly A. Hodson Barbara. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments a preliminary study /." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t048.pdf.
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Thesis (M.A.)--Wichita State University, Dept. of Communication Disorders and Sciences.<br>"May 2006." Title from PDF title page (viewed on October 2, 2006). Thesis adviser: Barbara Hodson. Includes bibliographic references (leaves 62-68).
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Tápanes, Vanessa. "Effects of Dual Language Learning on Early Language and Literacy Skills in Low Income Preschool Students." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3804.
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This paper presents a framework for literacy skill development relating to both monolingual and dual language learners. The purpose of this study was to identify the differences that may exist between monolingual and dual language learners' performance on literacy tasks, before having a significant amount of exposure to the preschool curriculum. The sample included 78 monolingual language learners and 44 dual language learners who were assessed using the Woodcock Language Proficiency Battery-Revised (WLPB-R). The researcher used scoring methods that took into consideration split vocabulary in dual language learners where a conceptual scoring technique was used (Bedore, Pena, Garcia, & Cortez, 2005). The research design employed was casual comparative where the effects of dual language learning on letter knowledge, concepts of print, vocabulary, listening comprehension, and broad language development were investigated. Findings from two Multivariate Analysis of Variances indicated that there were significant differences between monolingual and dual language learners on early language and literacy skills. This study contributes to the literature regarding dual language development and the use of appropriate scoring methods. Particularly, the outcomes from this study provide guidance regarding best practices for assessment of dual language learners to identify learning and language difficulties.
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Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.
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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.
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Land, Nora E. "Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1886.
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Barker, Elizabeth. "To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?" Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19666.
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High correlations exist for students who struggle with reading and math, and as a consequence, students who are poor readers tend to do poorly in mathematics. A few studies have investigated the longitudinal growth of the correlation between reading and mathematics. This dissertation outlines the investigation of the relation between reading foundational skills and growth in mathematics achievement for students at risk for reading difficulty and not at risk. This study used extant data from a second grade interim-benchmark reading assessment and a mathematics interim-benchmark for students in third through fifth grade. This study employed a staged approach for the latent growth curve model and discovered estimated differences of students with and without reading difficulties in relation to mathematics achievement. In addition, specific foundational skills were predictive of growth in mathematics for students with and without reading difficulties. The dissertation study developed a theory based on empirical research that early reading skills may lay the foundation for later mathematics achievement.
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DeGrazia, Nicholas J. "Measuring Rates of Reading Growth Associated with Gender Using Dynamic Indicators of Basic Early Literacy Skills." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375205551.
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Bartfai, Jamie M. "Learning through action with embodied education : a multisensory component analysis in an early literacy skills intervention." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52651.
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Multisensory components have been used across various educational approaches for many decades; however, the specific contribution of multisensory components is not well documented or explained, especially from an embodied education approach. Thus, an investigation of the effectiveness of adding a multisensory component (i.e., sandpaper letters) to an early literacy skills intervention (i.e., modified Road to the Code program; Blachman, Ball, Black, & Tangle, 2000) was conducted. To accomplish this, a multiple-baseline multiple-sequence design was used with six kindergarten students identified as needing remediating instruction, comparing instruction with and without the multisensory component while keeping instructional time constant. It was hypothesized that participants would show greater gains in early literacy skills (i.e., naming letters, segmenting words into phonemes, and decoding phonetically regular words) following the intervention with the multisensory component, compared to the intervention without. The addition of a multisensory component (i.e., sandpaper letters) was time efficient and simple to implement, and appeared to result in differential growth for at least some students. Given that the addition of a modest multisensory component appeared to assist some students in improving their early literacy skills, results were consistent with theories of embodied cognition and suggested that a more robust multisensory intervention could be worth developing and researching further.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Olszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.
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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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Kholoptseva, Evgenia. "Effects of Center-Based Early Childhood Education Programs on Children’s Language, Literacy, and Math Skills: A Comprehensive Meta-Analysis." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112693.
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This study examines effects of early childhood education (ECE) programs on children’s language, literacy, and math skills using a meta-analytic database that includes information about evaluations conducted between 1960 and 2007 for children between birth and 5 years of age. The study extends upon prior syntheses by examining treatment effects separately on language, literacy, and math outcomes. Findings indicate that ECE attendance has small-to-moderate impacts of between 1/10th to 1/3rd of a standard deviation on children’s language, literacy, and math skills. An additional boost of about 1/2 of a standard deviation is provided by programs that have explicit instructional focus on language, literacy, and math skills relative to “business as usual” ECE. ECE programs confer larger impacts on Black and White children’s language skills. Policy suggestions include the provision of a uniform ECE experience for all children; having a more differentiated instruction in elementary school suitable for children with a varied knowledge base in language, literacy and math skills; and providing teachers with curricula focused on the development of language, literacy, and math skills.
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Batchelder, Heather. "AN INVESTIGATION OF THE EFFICACY OF THE TEXT TALK STRATEGY ON PRE-SCHOOL STUDENTS' VOCABULARY ACQUISITION." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2555.
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ABSTRACT Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy utilizing eight books and vocabulary scenario models during an interactive story time that included the direct instruction of vocabulary in the study. During the baseline and intervention phases data collection occurred during story time and during a word chart activity. Data were collected as to whether the participants used the new vocabulary when prompted and demonstrated the meaning of new vocabulary during activities embedded in the direct instruction of vocabulary within the context of story time. A pre and post assessment was utilized during baseline and following the intervention. The data suggest that all participants exhibited an increase in the use of new vocabulary and demonstration of meaning of new words during story time. The increase in scores from the pre assessment to the post assessment may indicate that immersion in activities with new vocabulary and opportunities to represent the new words phonologically may have led to the acquisition of new vocabulary by all student participants. The teachers perceived the implementation to be effective and manageable within the classroom setting.<br>Ph.D.<br>Department of Child, Family and Community Sciences<br>Education<br>Education PhD
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Soto, Xigrid T. "Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7952.
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Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children.
This study applied a multiple probe design across units of instruction to evaluate the effects of a supplemental PA and AK intervention delivered in Spanish that explicitly teaches transfer of these skills to English. The aims of the study were to determine: 1) whether children receiving this intervention would make gains in their Spanish PA skills following the intervention; 2) whether they would apply the PA skills they learned from Spanish to English; 3) whether they would make gains in their Spanish AK skills; and lastly; 4) whether they would apply these Spanish AK skills to English.
Four Latino preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills. The results indicated that children made large gains in their Spanish PA skills and small to moderate gains in their AK skills. Children also applied the skills they learned in Spanish to English. These findings provide preliminary evidence Latino preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.
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Carello, Anna. "The Impact of School Library Design on the Development of Multiple Literacy Skills in Early Childhood Students." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265345.
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<p> The role of school libraries in both public and private school systems has changed dramatically over the last two decades as the Internet and ubiquity of digital devices has made the world accessible within seconds just by the tap of a finger on a touchscreen or keyboard. The purpose of the school library as a functional educational space has traditionally been one that promotes information literacy, reading for information, and reading for pleasure with paper books. In today’s ever increasingly digital world, however, well-resourced libraries are exchanging paper books and reference sets for e-books and subscriptions to online services that store information in virtual clouds rather than on bookshelves. Moreover, their coveted spaces are sometimes transformed into tactile learning spaces inspired by the recent Maker Movement. </p><p> This qualitative research study examines the functional role of the school libraries in four independent schools, an inquiry seeking to better understand how young students use libraries to develop multiple literacies—digital, informational, tactile, and printed—all of which are necessitated by the growing prevalence of electronic resources and technology in schools. How should well-resourced school libraries today, historically bound to paper collections and archives, design learning spaces and allocate resources to support a generation of students born into the digital age? It is the intersection of these two points, students born into a world dominated by technology and traditional school libraries dominated by paper resources, that the current role and purpose of school libraries is examined.</p>