Dissertations / Theses: 'Language arts (early childhood outcomes)'

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Rezny, Crystal. "Language enhancement for early childhood children grant application." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reznyc.pdf.

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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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Jones, Tonya Marie. "Early literacy-Child and Family Study Center grant." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005jonest.pdf.

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Farley, Kristin S. "Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities: A Latent Profile Analysis and Examination of Predictors and Associations with Children’s Language and Literacy Outcomes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523633548428041.

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Bennett, James. "The relationship between receptive vocabulary and letter recognition." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=38.

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Simon, Kathryn Kimer. "Storybook activities for improving language : effects on language and literacy outcomes in Head Start preschool classrooms /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095257.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 206-216). Also available for download via the World Wide Web; free to University of Oregon users.

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Wong, Siu Man. "An arts-based narrative approach to understanding curriculum and teacher development in a Hong Kong context an inquiry into a pre-service early childhood education course /." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02758.

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Calnon, Ruth Hill. "Family involvement at home : increasing literacy achievement of diverse at-risk kindergarten students /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdlink?did=1176532791&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.

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Williams, Cheri. "The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.

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Slack-Hines, Patricia. "The relationship between receptive language skills and school readiness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=39.

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Huber, Linda K. "Children's language and sociodramatic play with multicultural materials." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063415.

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The purpose of this study was to examine children's play and language when a variety of unfamiliar multicultural pretend foods and cooking utensils not typically found in dramatic play centers were introduced. The study was conducted in a laboratory preschool setting with three multiage heterogeneous groups of children over a period of 7 weeks.Three methods of data collection were employed: (a) videotapes of children in the dramatic play center, (b) a notebook of observations made by the teachers when the researcher was not present, and (c) interviews with 18 children. The children who chose to play in the dramatic play center were videotaped daily during indoor play time for 1 week prior to the introduction of new materials. The new multicultural pretend foods and cooking utensils were introduced during the second week of the study. The children were then videotaped daily for 2 more weeks and then once each week for the next 4 weeks.The data collected from the videotapes and teacher notes were used to develop coding categories. Categories of children's play were: (a) time spent playing with unfamiliar materials, (b) conventional use of materials, and (c) unconventional use of materials. Categories of children's language were: (a) labeling, (b) other conversation in dramatic play, (c) questions, and (d) conversation about the materials outside of the dramatic play center.The data were interpreted to discover how children interacted with and talked about the multicultural pretend foods and cooking utensils. It was concluded that children interacted with the unfamiliar multicultural pretend foods and cooking utensils in much the same manner as familiar materials. Labeling items or being able to put words with the foods and cooking utensils appeared to be important to the children. Children used unfamiliar materials unconventionally more often than they used familiar materials unconventionally. Furthermore, children did not see a relationship between the items in the dramatic play center and materials in other parts of the preschool.
Department of Elementary Education

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Zurcher, Melinda A. "Instructing Preschool Writers| Interactive Writing and the Writing Workshop." Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.

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Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.

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LaGamba, Elizabeth S. "An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool." Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819972.

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A large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior to age two, and continues to widen as children age. Because research has shown that early vocabulary knowledge supports present and later text comprehension, interventions for supporting preschoolers’ vocabulary development are being explored through research and in classrooms.

The present study sought to build upon prior research to explore the impact of two intervention conditions, rich instruction + more rich instruction (RI) and rich instruction + play (+P), on preschoolers’ knowledge of targeted Tier 2 vocabulary words selected from read-alouds of children’s literature. The study included 28 preschool students in two full-day, state-funded classrooms, mean age=4.32. A within-subjects design was used to allow all students to experience both conditions by randomly assigning target words to each condition.

Findings suggest that participation in both the rich instruction + more rich instruction (RI) and rich instruction +play (+P) conditions increased preschoolers’ learning of targeted Tier 2 vocabulary words. Furthermore, students demonstrated deeper word learning in the +P condition as compared to the RI condition. There is some evidence to suggest that preschoolers may have been more engaged in the classroom activities in the +P condition than when they were in the RI condition. Implications for choosing target words for preschool students are also discussed.

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Maxwell, Larisa Ann Rosales-Ruiz Jesus. "Effect of a stimulus shaping procedure on fluent letter sound acquisition." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11025.

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Hall, Barbara Norvell Brabham Edna R. "An examination of the effects of recess on first graders use of written symbol representations." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/HALL_BARBARA_3.pdf.

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Stead, Jennifer. "Emergent literacy and agency among disadvantaged parents and caregivers." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2659.

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Thesis (MEd)--Cape Peninsula University of Technology, 2017.
A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years. Using a GTM process the researcher identifies seven common themes that emerge from analysis of data from interviews and focus groups that explore the subjects’ perceptions of conditions that had promoted their literacy. These themes suggest that the subjects’ competence in literacy was facilitated by non-cognitive conditions including personal aspirations; resilience; disciplinary regimes in the home; voice; a nurturing mentor; community resources and ability to exercise agency. The researcher concludes that these themes could be important in contributing towards an understanding that developing children’s agency during early childhood may be more significant to achieving effective levels of literacy than the current focus on attaining academic skills at standards that disadvantaged children have difficulty in achieving.

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Lipsky, Miriam G. "Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/549.

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Previous research indicates that joint storybook reading between caregivers (parents or teachers) and children can have positive effects on the oral language development of young children (Whitehurst et al., 1988; Dickinson & Smith, 1994). This study aimed to add to this body of research by providing information on the relationship between teachers’ language complexity and vocabulary strategies used during storybook reading and vocabulary outcomes for monolingual and dual language learners in linguistically diverse Head Start classrooms. Videotapes of 23 Head Start teachers were coded and analyzed for vocabulary instruction strategies and language complexity during storybook reading using hierarchical regression techniques to determine how these factors related to gains in student vocabulary over the course of a year. Students’ oral language was assessed using the Peabody Picture Vocabulary Test (PPVT) and the Learning Express vocabulary sub-test (LE). Teacher’s language complexity was calculated with respect to both quantity (mean length of utterance) and quality (type/token ratio and use of uncommon words). Teacher’s use of vocabulary strategies was examined with respect to the words chosen for instruction and the strategies used to instruct those words. Overall, teachers in this study tended to choose high utility words to instruct, but the strategies used to teach those words, and the number of words chosen for instruction, were often not optimally aligned with best practices in vocabulary instruction (Beck et al., 2002). For the PPVT outcome measure, teachers’ use of higher numbers of vocabulary instruction strategies per word was differentially related to students’ vocabulary outcomes based on the student’s prior vocabulary knowledge, such that the use of more vocabulary instruction strategies per word was negatively related to vocabulary outcomes for students who began the year with the smallest vocabularies. There was also a significant interaction between teachers’ use of uncommon words and students’ prior vocabulary knowledge, though this relationship was only statistically significant for the PPVT outcome. Teachers’ use of more complex language was differentially related to students’ outcomes. Students who began the year with the lowest vocabulary levels exhibited a positive relationship between the teacher’s use of uncommon words and vocabulary outcomes, while average or higher vocabulary students showed a negative relationship between increased exposure to these uncommon words and their vocabulary outcomes. The implications for teachers’ professional development are discussed.

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Pierce, Laura Boehl. "The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?" Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc5520/.

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Many children in the United States cannot read on level by fourth grade. Traditionally, teachers have delayed reading instruction until first grade. However, involving children sooner in literary activities may provide skills needed to enable them to read on grade level. The purpose for this study was to determine the extent to which daily writing in kindergarten influences the development of invented spelling and learning to read. Five teachers modeled writing with 78 kindergarten children who wrote every day or almost every day for 20 weeks. There were 51 children in an experimental group, and 27 in a control group who were given a pretest and a posttest using the Observation Study (Clay, 1993). Results from a mixed model ANOVA indicated a significant difference between the control group and the experimental group on the Dictation Task F (1, 76) = 11.76, P≤ .001 and the Writing Test F (1, 76) = 4.33, P≤ .01. Results from a z-Test of dependent proportions indicated there were significant differences in the reading levels of the control group from the pretest to the posttest (z = 7.51, P ≥ .05) because (z = 7.51, Zcv = 1.96). The experimental group results from pretest to posttest were also statistically significant (z = 6.48, P ≥ .05) because (z = 6.48, Zcv = 1.96). At the end of kindergarten 82.35% of the experimental group was reading, while only 48.15% of the control group was reading. This research indicates that if kindergarten children are encouraged to write daily and use invented spelling there is a greater possibility they will enter first grade reading.

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Goudie, Valda Lianne. "Going places : a thematic unit for kindergarten based on a functional perspective for learning language /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36128.pdf.

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Williams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.

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This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with teachers; observations at parent/child workshop sessions, which were also videotaped; and work samples, including a home literacy portfolio from each child. Findings indicate that parents are involved in their children's literacy development. Also, at home, children participate in both open-ended literacy activities and drill-oriented literacy activities, with most of the activities falling into the open-ended category. According to the findings, all of the parents were more aware of their child's literacy achievements after attending the parent/child workshop and developing a home literacy portfolio. In addition, the home literacy portfolio proved to be a useful tool for sharing information at parent/teacher conferences. Parents and teachers exchanged literacy information at the parent/teacher conference. In the process of explaining the portfolios, the parents shared information about their child's drawing development, writing development, and reading development. In contrast, the teachers shared some literacy information with the parents, but much of the information teachers shared reflected the child's participation in class or general information about the child. The findings suggest that the parent/child workshop is a cost-effective vehicle for directly involving parents in their child's education. Moreover, developing a home literacy portfolio provides a means of involving parents with their child and of helping parents' become more aware of their child's literacy development.

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Chang, Shu-Ching. "ASSESSING INTERCULTURAL COMPETENCE AND EXPLORING PRACTICES OF MULTICULTURAL LITERATURE AMONG ELEMENTARY LANGUAGE ARTS TEACHERS." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1517080175951363.

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Shirdon, Naima. "The Effects of Repeated Reading and Dialogic Reading Interventions on the Listening Comprehension Performance Outcomes of At-Risk Preschoolers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1552680404605985.

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Jackson, Sarah E. "Becoming Human Through Multicultural and Anthropomorphic Children's Literature: A Case Study of Dramatic Read-Alouds with Preschoolers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597880934614368.

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Razey, M. A. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030402.113451/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, [2002].
A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Bibliography: leaves 139-170.

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Daniels, Deidrè Ann. "Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?" Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98046.

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Thesis (MA)--Stellenbosch University, 2015.
AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het.
ENGLISH ABSTRACT: This research explored the influence of the implemention of an intervention program with regards to interactive writing as a strategy to improve writing behaviour and writing strategies of grade two learners. I specifically looked at interactive writing as a strategy to improve the writing abilities of learners. The purpose of the teaching of writing in the Foundation Phase is to develop learners into writers with the ability to articulate their thoughts and ideas in writing and to present it in the correct way by using legible writing styles, standard spelling and punctuation and the correct grammitical construction (Wood 1994:117). Recent research done by the Western Cape Education Department proved that only thirty six percent of grade three learners in the Western Cape can pass Language and Mathematics at a passrate of 50%. With the analyses of the results I found that the grade two learners struggled with writing. To address the problem and for this study I decided to focus on interactive writing to improve the writing abilities of grade two learners. McCarrier, Pinell & Fountas (2000:4) define interactive writing as a dynamic, integrated action where the learner is actively busy organizing a text through letters, words and phrases. Fountas & Pinnell (2006:440) describe interactive writing as an approach where younger learners work together with the educator to write the text. The educator is the fasilitator in the development of the text. The sample group consisted of six grade two learners who were exposed to the intervention program on interactive writing. The intervention program was divided into three parts, the pre-test, the support program and the post-test. The data-analysis showed that the average percentages the six learners obtained in the two tests improved by 20%. The study showed that the writing intervention had improved the writing abilities of the six learners through the use of interactive writing as a strategy.

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Davis, Paula C. "Language Arts Achievement of Fourth Grade Students with Regard to Gender, Ethnicity, and Socioeconomic Status." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1135.

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This study was conducted to see if a difference exists in the language arts proficiency levels of 2,080 fourth grade students with regard to gender, ethnicity, and socioeconomic status from 2010 through 2012 on the Tennessee Comprehensive Assessment Program. Specifically, this study considered the possibility that a difference existed in language arts proficiency levels between males and females. A quantitative study was used to find differences in the language arts proficiency levels from 2010 through 2012 for males and females in the fourth grade in an upper East Tennessee urban school system. A quasi-experimental design was selected because preexisting data were collected on 2,080 fourth grade students enrolled and assessed in 2010, 2011, and 2012 in an upper East Tennessee school system. The language arts proficiency levels from the Tennessee Comprehensive Assessment Program (TCAP) were collected for each of the students in the study. This study found a significant difference in the language arts proficiency levels with regard to gender, socioeconomic status, and ethnicity on the Tennessee Comprehensive Assessment Program from 2010 through 2012 for 2,080 fourth grade students in an upper East Tennessee School district. In general males and females tended to score in the basic and below basic proficiency levels. White males and females generally scored in the proficient and advanced levels while males and females from the other ethnic groups scored in the below basic and basic levels. Students who received free or reduced lunch benefits scored at the below basic and basic levels of proficiency regardless of gender. Students who did not receive the same benefits were generally proficient or advanced on the language arts portion of the TCAP. White students as a group generally scored higher than students from other ethnic groups. Students who received free and reduced lunch benefits generally received lower proficiency scores than their peers who did not receive the same benefits.

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Putman, Rebecca S. "Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699976/.

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Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.

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Kostelnik, Joyce L. "How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade Classroom." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279338/.

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In this study, the researcher investigated how computer use functions as an aspect of literacy development within a second-grade classroom. The researcher sought to gather data to help define the role that computer use plays in the literacy development of elementary school students by concentrating on how computers are actually used in the classroom being studied, and by looking for relationships revealed by students' and teacher's beliefs about computer use in the classroom.

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Wilson, Jessica E. "Third Grade Students’ Perceptions of Reading Motivation and the Implementation of Informational Text with the English Language Arts Common Core State Standards." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426511595.

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Huffstetter, Mary. "The effects of an internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers' perceptions of the program." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2929.

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This investigation examined the effects of instruction, within the context of the Headsprout Reading Basics program, on the oral language and early reading skills of at-risk preschool students, and their teachers perceptions of the program. Random assignment was used in a pretest-posttest, control group design to assess the effects of this program. Thirty-one students, across two preschool settings, participated in the experimental group, and 31 students participated in the comparison group. The experimental group received instruction through the Headsprout Reading Basics program, which teaches the alphabetic principle, decoding strategies, print awareness, vocabulary, and deriving meaning from texts. The comparison group received instruction through Millies Math House, which teaches numbers, shapes, counting, sizes, patterns, quantities, sequences, addition, and subtraction. Daily instruction was provided for 30 minutes over a period of eight weeks. Oral language skills were measured using the Test of Language Development-Primary: 3rd edition (TOLD-3) and early reading skills were measured using the Test of Early Reading Ability- 3rd edition (TERA-3). Teachers and teachers assistants perceptions of the Headsprout Reading Basics program also were assessed through analysis of their responses to a structured, open-ended interview. Results indicated that students who received instruction through the Headsprout Reading Basics program exhibited gains in oral language and early reading skills that were statistically higher than the students who did not receive this instruction. Effect sizes associated with these gains were found to be large. Examination of the effects of gender, and minutes of instruction received did not yield significant statistical differences. Analysis of interview data indicated that the teachers and teachers assistants viewed Headsprout Reading Basics as a desirable way to increase the oral language and early reading skills of their students and would continue to use the program if given the opportunity. Implications for future research are discussed.

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Iglesias, Chavely Lissette. "Investigating the Status of Early Numeracy Skills in Bilingual Dual Language Learner Latino Children Attending Head Start and the Association with Parent Demographic Characteristics." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4084.

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Research on mathematics achievement has become increasingly important with today's technological advances and demand for specialized knowledge. Though there is much literature regarding mathematics achievement in monolingual speakers, little is known regarding the mathematical abilities of Dual Language Learner (DLL) Latino children. This study examined the early numeracy skills in English and Spanish of 132 DLL Latino children attending Head Start programs in five counties across Florida. Relationships and differences among their performance in both languages were examined, along with the contribution of specific parent demographic variables to math achievement. Findings indicated that DLL Latino Head Start children's performance on early numeracy tasks in both English and Spanish ranged from average to low average when compared to national normative samples of monolingual peers. Child participants' performance on early numeracy tasks in English and Spanish was related to some extent. In addition, multiple regression analyses revealed that combined demographic variables predicted math performance in English and Spanish, but only mothers' level of education uniquely predicted the child participants' math performance in Spanish. This study is an important contribution to the literature, as it provides data regarding the early numeracy skills of DLL Latino Head Start children, as well as implications for the field of school psychology. Future directions for research are also discussed.

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Kim, MinJeong. "Early literacy learning of young children with hearing loss written narrative development /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199258403.

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Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.

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Ramirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.

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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.

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Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

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García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.

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Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.

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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.

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Champa, Martha Marie. "Awakening: The Lived Experience of Creativity as Told by Eight Young Creators." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481017239325047.

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Neithardt, Leigh Anne Neithardt. "Narrative Progression and Characters with Disabilities in Children’s Picturebooks." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500310695900109.

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Alman, Lourdes Fraga. "The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4372/.

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This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.

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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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DeLaCova, Amy Mullis Ronald L. "Prompting parent involvement in preschool children's early literacy development." 2003. http://etd.lib.fsu.edu/theses/available/etd-09172003-173005.

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Thesis (M.S.)--Florida State University, 2003.
Advisor: Ron Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Mar. 15, 2004). Includes bibliographical references.

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Curran, Tricia M. Wetherby Amy M. Trautman Lisa Scott. "Investigating early relationships between language and emergent literacy in three and four year old children." 2004. http://etd.lib.fsu.edu/theses/available/etd-04112004-160842.

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Thesis (Ph. D.)--Florida State University, 2004.
Advisors: Dr. Amy Wetherby, Dr. Lisa Scott-Trautman, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

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Du, Plessis Ezette. "A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers." Thesis, 2002. http://hdl.handle.net/2263/29206.

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Lesaux, Nonie Kathleen. "Early identification and intervention for children at-risk for reading failure from both English-speaking and English as a second-language (ESL) speaking backgrounds." Thesis, 2001. http://hdl.handle.net/2429/11694.

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This study examined the early reading development of native English speaking (L1) and children who speak English as a second language (ESL) who are receiving instruction in English. The study addressed whether there are original differences in pre-reading and language skills between L1 and ESL-speaking children, and whether similar patterns of reading development in English from kindergarten to grade 2 exist across language groups. As well, the study examined which skills in kindergarten identify those children at-risk for reading failure from all language backgrounds. The participants of the study were 978 grade 2 children who were seen as part of a longitudinal study that began in their kindergarten year. Within the sample, there were 790 children who are L1 speakers and 188 children who have a first language other than English and who spoke little or no English upon entry to kindergarten (ESL). In kindergarten, participants were administered standardized tasks of reading and memory as well as experimental tasks of language, phonological awareness, letter identification, rapid naming, and phonological memory. At the end of grade 2, children were administered various tasks of reading, spelling, language, arithmetic, and memory. All children received phonological awareness instruction in kindergarten and systematic phonics instruction in grade 1 in the context of a balanced early literacy program. In kindergarten, 23.8% of L1 speakers were identified as at-risk for reading failure and 37.2% of ESL speakers were identified as at-risk for reading failure. In grade 2, 4.2% of L1 speakers were identified as reading disabled and 3.72% of ESL speakers were identified as reading disabled. By the end of grade 2, the majority of the ESL speakers had attained reading skills that were similar to the L1 group. Although there were differences on each of the measures of reading, reading comprehension, spelling, phonological processing and arithmetic between average and disabled readers in grade 2, the ESL and L1 speakers had similar scores on all these tasks.

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Lipka, Orly. "The development of reading skills of children with English as a Second language." Thesis, 2003. http://hdl.handle.net/2429/14944.

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The first study examined the development of reading, spelling and syntactic skills in English speakers (L1) and children with English as a Second language (ESL) from kindergarten to grade 3. This longitudinal study also investigated procedures for identifying reading difficulties in the early grades of elementary school for both English speakers and children with ESL. Reading, spelling, phonological processing, syntax, lexical access and working memory skills were assessed in kindergarten. Additional tasks were incorporated into the battery to assess cognitive and reading processes in grade 3. By the end of grade 3, the L1 and ESL normally achieving readers performed in similar ways on all tasks except on the spelling, arithmetic and syntactic awareness tasks. The ESL normally achieving readers performed better than the L1 on spelling and arithmetic tasks, however the L1 normally achieving readers performed better than the ESL on the syntactic awareness task. Similar cognitive and reading components predicted word reading and reading comprehension in grade 3 for both language groups. The results show that learning English as a second language is not an impediment to successful literacy learning, and may even be an advantage. In the second part of this study we examine whether the first language of children with ESL affected the reading, spelling and syntactic awareness in English. Seven language groups, Chinese, Farsi, Slavic, Japanese, Romance, Tagalog, and native English speakers groups, were compared in a cross sectional study. This study included all the children with ESL in kindergarten and grades 1, 2 and 3. The results demonstrated positive as well as negative effects in spelling and syntactic skills, resulting from the transfer to English for members of different language groups. Differences across language groups reflect the nature of the native language. Specifically, a positive transfer occurred when the L1 grammar system was more complex than the L2 grammar system. When investigating second language it is necessary to consider the native language and effect on the acquisition of a second language.

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Gokhale, Neelima. "Children's literacy development in the context of their preschool pedagogies in selected communities in India : a case study." 2009. http://arrow.unisa.edu.au:8081/1959.8/83070.

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This multiple case study investigated children's literacy development in the context of current pedagogical practices of their preschools in three selected communities in India.
Thesis (PhD)--University of South Australia, 2009.

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Matavire, Juniel Shoko Tanga. "Transitional literacy in Gauteng primary schools: two collective case studies of reading and writing experiences of grades 3 and 4 learners." Thesis, 2016. http://hdl.handle.net/10539/22618.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy Johannesburg 2016.
This study examines literacy experiences of grade 3 learners as they transition into grade 4 in two primary schools in Gauteng. In the first school IsiZulu and Sepedi are the languages of teaching and learning in the foundation phase and learners transitioned to English in grade 4, while English is the language of learning and teaching in the second school. The study poses four questions. The first explores whether reading and writing in the foundation phase adequately prepare learners for the academic and cognitive demands of the intermediate phase. The second and third questions investigate the strategies used by learners and teachers to negotiate the transition and how those strategies could be understood and explained in relation to the increasing academic and cognitive demands of the literacy curriculum. The fourth question examines the role of language as children transition into grade 4. The study draws on the ecological systems theory by Bronfenbrenner (2005) and adopts a socio-cultural orientation to literacy, drawing on scholarship in New Literacy Studies (Street, 2007). The research design was a collective case study in the qualitative paradigm. Classroom observation, interviews and document analyses gathered over 9 months comprise the data. Two grade 3 classes were observed for three months in each school before ten focus learners were identified and these children were followed into grade 4. One grade 4 class was studied in each school for six months. What emerges from the data is that, at a macrosystemic level, curriculum change is a major factor in what happens to learners as they move across grades. The time of this study coincides with a curriculum transition from the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy Statement (CAPS) of 2011 and 2012. When curriculum transition was not clear to teachers, and they did not buy into it, the effect on the mesosystem was confusion, anxiety and frustration on both teachers and learners that resulted in negative attitudes and poor delivery. The choices of language of learning and teaching schools make for the literacy instruction of their learners an important factor in transition. Language alone is a huge demand and resource factor (Bronfenbrenner, 2005) in learner literacy learning. In both schools the majority of learners accessed literacy through languages that were different from their home languages. This compromised learners’ access to and conception of academic texts. There are complex physical, structural, psychological and academic transitions a learner must deal with at the mesosystemic level on reaching grade 4. Inadequate literacy skills impact negatively on learners’ academic and social transition from one phase to another in multiple ways. Psychologically, learners had a sense of fear of the next grade and when their fears were confirmed it made transition challenging when dealing with grade 4 work. Structurally, the organisation of teaching changed from one teacher to many teachers, and hence many subjects with different expectations on learners. Some teachers had inadequate pedagogical knowledge, did not communicate within and across grades, and had generally autonomous conceptions of literacy, resulting in learners’ literacy development being compromised. At the microsystemic (classroom) level learners were confronted by grade 4 academic and literacy demands that the foundation phase did not equip them for. Reading and writing practices changed in grade 4. Vocabulary, fluency and comprehension skills learners brought from grade 3 became inadequate for the demands of grade 4 work. Also absent in grade 4 was the environmental print and other supports learners had in grade 3. When learners’ complex, challenging situations were compounded by poor teaching, inconsistent literacy practices, lack of resources, large classes and timetabling issues some learners lost interest, accepted their fate and developed negative attitudes to schooling. Carelessness surfaced, written work was not prioritised and often not completed, while other learners sought support from the exosystem in the form of parents and siblings to hedge the challenges of transition. Consequent to this study there was a realisation among teachers in the two schools that they could do something about transition and literacy. An appetite for knowledge and revisiting of pedagogical practices was rekindled among some teachers. Transition and literacy became topical issues in both formal and informal teacher conversations. This raises questions about the coordination and smooth cooperation between systems which further research may tap into.
MT2017

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Gilman, Allison Huston Aletha C. Vandewater Elizabeth A. "The effects of using an electronic talking book on the emergent literacy skills of preschool children." 2005. http://wwwlib.umi.com/cr/utexas/fullcit?p3187831.

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Benson, Katie A. "An investigation of the impact of small group direct vocabulary instruction on the vocabulary development of kindergarten children living in poverty." 2013. http://liblink.bsu.edu/uhtbin/catkey/1719993.

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The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students’ expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers upon entering kindergarten. The participants in this study were kindergarten students at an elementary school in the Midwest. The students in the control group received their normal vocabulary instruction from the district’s adopted reading series. The experimental group students received instruction from the evidence-based direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of Vocabulary. Data was collected before and after the intervention took place using the Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test, Second Edition, and was analyzed using an ANOVA to compare growth. Analysis showed that students who received the vocabulary intervention made significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More specifically, the students from poverty who received the intervention made significantly greater vocabulary development than the students from poverty who did not receive the intervention.
Department of Elementary Education

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Dissertations / Theses on the topic 'Language arts (early childhood outcomes)'

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