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Dissertations / Theses on the topic 'Pre-literacy skills'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Davis, Sheri E. "An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0321104-131319/unrestricted/DavisS041604f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0321104-131319. Includes bibliographical references. Also available via Internet at the UMI web site.

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Sundman, Ashley N. "Developing Pre-Literacy Skills In Preschool Children: The Utilization Of Parents As A Vital Resource." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003298.

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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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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

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Coyne, Margaret Ann. "E-merging literacy: assisting parents to scaffold the emerging literacy skills of their pre-school-aged children through the use of electronic storybooks." Thesis, Boston University, 2006. https://hdl.handle.net/2144/31639.

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Thesis (Ed.D>)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The importance of parents reading to their young child is well supported by research (Heath, 1986). However, Edwards (1989) found that parents whose own literacy skills are emerging have difficulty supporting

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Aouad, Julie. "The component structure of pre-literacy skills : further evidence for the simple view of reading and an exploration of links to parent literacy practices." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116003.

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The Simple View of Reading (SVR; Gough & Tunmer, 1986) provides a conceptual framework for describing the processes involved when readers comprehend text and strong evidence for the SVR comes from factor analytic studies showing dissociation between decoding and comprehension skills. The aim of the present study was to investigate if pre-decoding and comprehension components exist in Canadian English-speaking pre-readers (n = 36) with the use of Principal Components Analysis and to create a parent literacy questionnaire that contains parent literacy practices that may predict children's pre-de

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Wright, Linda M. "How Does Play in Dramatic Play Centers Help Preschool Children Develop Oral Language and Literacy Skills?" ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2776.

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In the United States, early childhood educators are expected to follow the trend to enforce academic curriculum for preschoolers. This effort diminishes the value of play in the young developmental years of children. The purpose of this study was to explore the type of activities and strategies that promote development of language and literacy skills of preschool children while playing in a dramatic play center. Vygotsky's sociocultural theory teaches that children acquire skills through play and discovery in a developmentally appropriate environment. The study was conducted within a qualitati

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Stobbart, Carlin Lillian. "Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04172007-133642.

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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 ev

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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

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11

Neufeld, Jennifer. "The Development and Delivery of a Mental Health Literacy and Counselling Skills Workshop for Educators: A Pilot Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37200.

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School settings are increasingly being targeted as ideal entry points for youth mental health initiatives and naturally, educators have been identified as playing a critical role in supporting youth in distress. The current study set out to investigate how to strengthen the ability of educators to support youth experiencing bullying and mental health difficulties. The study was conducted in two phases: an initial phase in which a mental health literacy and communication skills workshop for educators was developed and refined, and a second phase in which the workshop was pilot-tested. The 2-hou

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Galicia, Marcela A. "An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7791.

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This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification

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Rodriguez, Isela S. "The Effects of Trained Teachers’ Integration of Dialogic Reading Discourse on Hispanic English Language Learners’ Literacy Skills in Kindergarten." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1009.

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This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing nam

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HILL, KIMBERLY MOORE. "IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195.

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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables.

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Almeida, Sara Filipa Ferreira de. "“A ler bem vou mais além”: estudo da relação entre as competências leitoras e pré-leitoras e a obtenção de melhores resultados a língua portuguesa no 1º ano de escolaridade." Master's thesis, [s.n.], 2011. http://hdl.handle.net/10284/1985.

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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre Psicologia, especialização em Psicologia da Educação e Intervenção Comunitária.<br>O projecto de intervenção precoce “A ler vamos…” promovido pela Câmara Municipal de Matosinhos em colaboração com os agrupamentos de escola do concelho, assenta nos pressupostos da literacia emergente enquanto modelo compreensivo da aprendizagem da leitura e da escrita e por isso valoriza a estimulação precoce de competências leitoras e pré-leitoras enquanto premissas essenciais para a

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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 c

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18

Lawson, Lynne M. "European Alternative Preschool Philosophies, Styles, and Emergent Literacy Skill Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5568.

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Many American preschool children enter kindergarten without the emergent literacy skills needed to learn to read. To address this problem, this multicase qualitative study investigated the emergent literacy practices at Steiner Waldorf-inspired and Reggio Emilia-inspired schools. The research questions focused on how alternative preschool philosophies help staff cultivate emergent literacy skills in young children. The conceptual framework came from Piaget's cognitive development theory, and Vygotsky's sociocultural theory. The study included eight participants from two Reggio Emilia-inspired

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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26436/1/Sharon_Hogan_Thesis.pdf.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethic

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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethic

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21

Incognito, Oriana. "The multiple dimensions of emergent literacy skills in pre-schoolers." Doctoral thesis, 2021. http://hdl.handle.net/2158/1235207.

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The objective of this dissertation was to provide a broader and more varied framework for the development of emergent literacy skills among Italian pre-school children. The pre-school period is an important transition period for the development of the child's subsequent skills. In Italy, from an educational point of view, this period corresponds to the transition from pre-school to primary school—the time of transition from emergent literacy to formalised literacy during which the child learns conventional forms of reading and writing. This dissertation answers the questions: What is emergen

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22

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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23

"An Enhanced Dialogic Reading Approach to Facilitate Typically Developing Pre-School Childrens Emergent Literacy Skills." East Tennessee State University, 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0321104-131319/.

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24

Zimu, Acquinatta Nomusa. "Assessment of information literacy skills of first-year students at Mangosuthu Technikon at a pre-library orientation and instruction phase." Thesis, 2005. http://hdl.handle.net/10413/1972.

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This study assessed the information literacy (IL) skills of first-year students at Mangosuthu Technikon (MANTEC) at a pre-library orientation and instruction phase. What is evident is that students do, to a greater or lesser degree, display inadequate levels of IL skills. What is not so evident is the extent and nature of these inadequacies. The purpose of the study was to establish the level of these inadequacies. Background information concerning the MANTEC library orientation and instruction programme and the Eastern Seaboard Association of Libraries (esAL) User Education Pilot Project stud

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25

Costa, Helena Isabel Araújo. "Avaliação do impacto do programa "Falar, ler e escrever no jardim-de-infância" no desenvolvimento das competências de literacia emergente." Master's thesis, 2011. http://hdl.handle.net/1822/15842.

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Dissertação de mestrado integrado em Psicologia (área de especialização em Psicologia Escolar e da Educação)<br>O conceito de literacia emergente surgiu nas últimas décadas introduzindo uma nova perspectiva sobre os factores preditores da aprendizagem da leitura e da escrita, implicando uma nova estruturação no ensino pré-escolar. Compreende que a criança desenvolve, desde muito cedo, um conjunto de competências que contribuem para a aquisição da leitura e da escrita. São destacados quatro aspectos fundamentais de literacia emergente que devem ser desenvolvidos: a linguagem oral, os conhe

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Cardoso, Ana Rita da Silva. "Avaliação da eficácia de um programa de promoção de competências de leitura, escrita e matemática no pré-escolar: literacia e numeracia emergentes." Master's thesis, 2017. http://hdl.handle.net/10284/5956.

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Atualmente, a promoção de competências de literacia e numeracia emergentes no contexto pré-escolar tem vindo a ser alvo de maior atenção ao nível da educação infantil. De facto, a promoção precoce destas competências já comprovou aumentar a realização escolar posterior. Assim, sendo que as competências de leitura, escrita e matemática se encontram relacionadas, crianças com dificuldades numa das áreas apresentam uma elevada probabilidade de indicar dificuldades nas outras e vice-versa e esta mútua influência inicia-se já no período pré-escolar. Deste modo, neste trabalho foi desenvolvido

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Seydlová, Marie. "Diagnostika rané gramotnosti u dětí v předškolním věku." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446464.

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This diploma thesis is especially pedagogical oriented, it is focused on matters of speech therapy. In theoretical part, there are described issues of intact speech development and language skills of children, and also early literacy and malfunction of communication skills of pre-school children. This work is comparing two types of pre-school education. One of them is classic pre-school, the second one is alternative Montessori pre-school. Empirical part was realized with MABEL test battery. MABEL is diagnostic battery for evaluation of early literacy and skills for development of early litera

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Bysterská, Kateřina. "Role rodičů v rozvoji čtenářské pregramotnosti." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356119.

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The aim of the thesis is to show how important is the role of parents in the development of pre-literacy reading. In the theoretical part, I focused on the definition of reading literacy and pre-literacy reading and explanation the difference between them. I also described components and phases of the pre-literacy reading and possibilities of its development. I tried to emphasize the role played in the development by not only teachers, but also by parents, and to describe the methods which can enhance readership. Furthermore, I mentioned the types of reading strategies. In conclusion of the th

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Le, Roux Sarlina Gertruida. "Fonologiese bewustheid by graad 0 leerders as `n moontlike kriterium vir die voorspelling van latere leessukses." Diss., 2004. http://hdl.handle.net/10500/1074.

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Text in Afrikaans<br>Learners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth

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Slachová, Martina. "Role mateřské školy ve čtenářské gramotnosti u dětí předškolního věku." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358176.

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The diploma thesis deals with problems of preparation of children in kindergartens before entering elementary school. The work is mainly focused on the development of pre- reading skills in children. The first part of the thesis deals with the issue of pre-school education legislation. The following are the areas in which children need to develop the most and need to be supported. The second part of the diploma thesis contains information about the survey that was carried out. In conclusion, recommendations and a summary of the lessons learned are presented.

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31

Applová, Romana. "Programy severoamerických veřejných knihoven zaměřené na rozvoj čtenářství u dětí od narození do 6 let: případové studie." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-296397.

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The aim of this diploma thesis is characterization and evaluation of programs and projects, which are proceeding in United States of America to support children's reading skills. The first part is devoted to reading to children from birth to six years, impact of books to children, and to factors, which are influencing the beginning of reading. In other chapters are presented projects of American Library Association and its division Association for Library Services to Children. In the following, the programs of selected libraries and non-profit organization are mentioned (for example Mother Goo

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32

Sequeira, Ana Rafaela Ferreira. "Relatório de estágio : Associação Crescer com Sentido : intervenção psicomotora nas perturbações do desenvolvimento." Master's thesis, 2016. http://hdl.handle.net/10400.5/11623.

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O presente relatório procura refletir o trabalho desenvolvido no âmbito do estágio profissionalizante, inserido no Ramo de Aprofundamento de Competências Profissionais do Mestrado em Reabilitação Psicomotora, da Faculdade de Motricidade Humana. Este estágio decorreu na Associação Crescer com Sentido, em Lisboa, onde se procurou aprofundar as competências ao nível da observação, avaliação e intervenção psicomotora. Nesta instituição foi feita observação de sessões de psicomotricidade de crianças com Perturbações do Desenvolvimento e Dificuldades de Aprendizagem. A estagiária teve ainda oportu

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