Već je desetljećima rana pismenost u središtu zanimanja. 70-ih godina pojavile su se teorije nastajuće pismenosti, a ranih 90-ih godina počeo je prevladavati sociološko-kulturološki pogled na razvoj ...pismenosti. Aktivnosti kao što su čitanje, pisanje i govor međusobno su snažno povezane i razvijaju se pri djetetovom sudjelovanju u događajima povezanima s pismenošću.
Istraživanja predškolske pismenosti pokazala su da djeca već prije ulaska u školu znaju puno o pismenosti; od treće do šeste godine postupno razvijaju koncept o tisku, grafičku, fonološku svjesnost, asocijativnu vezu glas-slovo i čitanje s dekodiranjem. Još i prije formalnoga podučavanja pismenosti (u školi) u različitim se oblicima nastajućega pisanja s dosjetljivim sricanjem približavaju zahtjevima pisanoga jezika.
U studiji su prikazana postignuća rane pismenosti petogodišnjaka. Najviše znanja stekli su pri konceptu tiska i jezičnoga razumijevanja, manje pri grafičkoj i fonološkoj svjesnosti, a najmanje pri analitičkomu čitanju i pisanju. U sljedećem istraživanju prikazane su razlike u postignućima pismenosti; stariji petogodišnjaci (rođeni u prvom tromjesečju) stekli su statistički važnu prednost pred mlađima (rođenima u posljednjem tromjesečju) pri grafičkoj i fonološkoj svijesti te čitateljsko-pisanim vještinama.
Emergent literacy skills are a critical base for later academic success. Since gaps in reading skills appear as early as kindergarten, pre-K programs are compelled to increase the quality of whole ...class literacy instruction and to provide additional personalized support as needed. Given that additional personnel are needed to do both, there is a policy tension: hiring certified specialists that follow an evidence-based approach or utilizing a more affordable option that uses unpaid volunteer instructors where quality may be mixed. In this study, we explore an alternative emergent literacy model called the Minnesota Reading Corps (MRC) Pre-K Program and analyze its associated costs. The MRC Pre-K model places stipend AmeriCorps members into existing pre-K classrooms and integrates coaching and supervisory support from certified instructors, making enhanced whole-class literacy instruction and at-risk support possible. Using the ingredients method (Levin et al., 2018), we estimate that the average incremental cost per student of the MRC Pre-K Program is approximately $1,300 per year. We find that the majority of costs are borne by the MRC program (38%), with a much smaller portion of the costs borne by schools (25%), primarily from a reallocation of school staff time. These results demonstrate the opportunity of MRC with trained AmeriCorps members to increase early literacy support at a low-cost to schools.
Studies of non-linguistic statistical learning (SL) have often linked performance in SL tasks with differences in language outcomes. Most of these studies have focused on Western and high-income ...educational contexts, but children worldwide learn in radically different educational systems and communities, and often in a second language. In the west African nation of Côte d'Ivoire, children enter fifth grade (CM-1) with widely varying ages and literacy skills. Across three iteratively-developed experiments, 157 children, age 8-15 years, in rural communities in the greater-Adzópe region of Côte d'Ivoire watched sequences of cartoon images with embedded triplet patterns on touchscreen tablets, while performing a target-detection task. We assessed these tablet-based adaptations of non-linguistic visual SL and asked whether the children's individual differences in performance on the SL tasks were related to their first and second language and literacy skills. We found group-level evidence that children used the statistical regularities in the image sequence to gradually decrease their response times, but their responses on post-test discrimination did not reflect this learning. When evaluating the correlation between SL and language skills, individual differences related to other task demands predicted oral language skills shared by first and second languages, while SL better predicted second language print skills. These findings suggest that non-linguistic SL paradigms can measure similar skills in Ivorian children as previous samples, but they also echo recent calls for further cross-cultural validation, greater internal reliability, and tests for confounding variables (such as processing speed) in studies of individual differences in statistical learning. RESEARCH HIGHLIGHTS: We iteratively adapted three visual statistical learning studies for children in rural Côte d'Ivoire. Group-level analyses indicates that the children learn the underlying statistical regularities. Individual-differences analyses reveal some evidence that the statistical learning measure is also correlated with task demands that may be driven by cross-cultural differences. Like previous research, statistical learning is correlated with second language literacy, but we did not find a relationship between SL and oral language skills in first and second languages.
•We conducted meta-analysis of preschool professional development (PD) research.•Outcomes for educators: process quality, structural quality, and knowledge.•Outcomes for children: receptive ...vocabulary, phonological awareness, and letter knowledge.•PD yielded gains for process and structural quality in educators.•PD yielded gains for phonological awareness and letter knowledge in children.
Professional development (PD) is increasingly used to improve early childhood educators’ skills and knowledge in providing quality language and emergent literacy environments for children. However, the literature does not clearly indicate the extent to which such efforts reach their goals, or whether improvements in educator outcomes translate to learning gains for children. In the current synthesis, we conducted meta-analyses to evaluate the effects of language- and literacy-focused PD on process quality, structural quality, and educator knowledge as primary outcomes. Furthermore, we estimated effects for three child outcomes: receptive vocabulary, phonological awareness, and alphabet knowledge. PD produced a medium effect for process quality and a large effect for structural quality but no effect for educator knowledge. PD also produced a small to medium effect for phonological awareness and a small effect for alphabet knowledge, but these were not predicted by gains in educator outcomes. Although course and coaching intensity and duration were related to effect sizes, the total number of PD components was the strongest predictor of process quality. The results suggested that PD is a viable method of improving language and literacy processes and structures in preschools, but effects may need to be substantial if they are to translate into higher child outcomes.
Late last year, I left my twelve-year position as a part-time children’s librarian to become full-time Youth Services Manager in another city.It was a bittersweet move. On one hand, I looked forward ...to advancing in my career, taking on more duties, leading a team, learning a new community, and, possibly, ending my library career as a manager.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The two major determinants of reading comprehension are language comprehension and decoding, but prior studies of the development of reading comprehension from an early age show inconsistent results. ...To clarify these inconsistencies we report a 6-year longitudinal study (starting at Age 4 years) where we control for measurement error and track the development and interrelationships between a range of predictors of reading comprehension (language, decoding, and cognitive skills). We found two main pathways to reading comprehension: a highly stable language comprehension pathway (reflecting variations in vocabulary, listening comprehension, grammar, and verbal working memory) and a less stable code-related pathway (reflecting variations in phoneme awareness, letter knowledge, and rapid automatized naming). Early language comprehension at Age 4 years is strongly related to code-related predictors (phoneme awareness, letter knowledge, and rapid naming), and influences decoding indirectly through these constructs. Early oral language skills predicted initial levels of reading comprehension and its growth between the ages of 7 and 9 years. Strikingly, language comprehension and decoding, together with their interaction and curvilinear effects, explain almost all (99.7%) of the variance in reading comprehension skills at 7 years of age. Our study adds to prior knowledge in several important ways and provides strong support for an elaborated version of the simple view of reading (Gough & Tunmer, 1986).
Educational Impact and Implications Statement
Word reading (decoding) and language skills are the foundations for reading comprehension. The present study shows that oral language skills are highly stable and are a critical foundation for the development of both decoding and reading comprehension skills. Evidence from several randomized trials shows that broadly based language interventions can be effective. Early education policy should place a strong emphasis on providing interventions to improve oral language skills for children who experience difficulties in this area.
Editor’s Note: The Awakening Verbeten, Sharon
Children & libraries,
10/2022, Letnik:
20, Številka:
3
Journal Article
Recenzirano
Odprti dostop
Mothers may know best, as the saying goes, but grandmothers and librarians are a close second. Put them together and, well, it’s a recipe for early literacy success.Heidi Gustafson, a library ...associate of mine at Brown County (WI) Library in Green Bay, couldn’t wait to be a first-time grandma this year; she began collecting book favorites old and new even before little Grady, pictured on our cover, was born.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency ...(English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (vocabulary, letter knowledge, and phonological awareness) at the beginning of Grade 1 and on word reading fluency and spelling at the end of Grade 1, the beginning of Grade 2, and the end of Grade 2. Their parents responded to a questionnaire assessing HLE parent teaching (PT), shared book reading (SBR), access to literacy resources (ALR) at the beginning of Grade 1. Results showed first that PT was associated with letter knowledge or phonological awareness in Dutch and Greek, while ALR was associated with emergent literacy skills in all languages. SBR did not predict any cognitive or early literacy skills in any language. Second, PT and ALR had indirect effects on literacy outcomes via different emergent literacy skills in all languages. These findings suggest that not all HLE components are equally important for emergent literacy skills, reading fluency, and spelling. No specific trend in the role of orthographic consistency in the aforementioned relations emerged, which suggests that other factors may account for the observed differences across languages when children start receiving formal reading instruction in Grade 1.
We examined the relationships among language and code-related abilities between preschool and grade one to test the hypothesis that code- and language-related abilities that the Simple View of ...Reading describes as distinct emerge from an early period when they are interrelated. We assessed multiple language abilities, phonological awareness, and letter-word knowledge in a sample of 489 predominantly African-American children from low-income homes. In preschool, kindergarten, and first grade we found significant positive correlations among measures of language, phonological awareness, and letter-word knowledge, and cross-age continuity in constructs. Using path and mediational analysis, we found effects of early language on later code-related skills and grade one reading. We also found effects of code-based skills on language. Vocabulary plays a central role in carrying early language effects and is the language ability most strongly associated with early reading. Discourse abilities have direct and indirect effects on emerging language abilities. Letter-word knowledge strongly predicts later letter-word knowledge and grade one reading and decoding. We found effects of early letter-word knowledge and phonological skills awareness in prekindergarten and kindergarten on first grade reading and decoding, accounting for intelligence, age, and gender. The direct and indirect effect combination of those early skills accounted for 32.1% of the variance in first grade reading and 29.3% of the variance in first grade decoding. Early language skills accounted for 9.5% of first grade reading and 7.8% of first grade decoding. Our results call into question the assumption of the Simple View of Reading that reading comprehension draws on two strands of competence that are initially distinct.
•This study utilizes a comprehensive writing assessment to capture name, letter, word, and story writing.•Children identified as at-risk for later literacy scored significantly lower than their peers ...across writing tasks.•At risk children used drawing and scribbling whereas peers used letter-like formations or actual letters in their writing.•Screeners focused on early literacy tasks may also help to identify children likely to struggle with writing.
Examining children’s early writing skills, particularly for those who have been identified as at-risk for later literacy difficulties, is critical to understanding potential differences in the early writing of these children compared to typically developing peers. Yet, we have an unclear understanding of the writing skills of young children at-risk for literacy difficulties. In this study, we comprehensively assessed the early writing skills of 3- to 5.5-year old children (n = 128) to characterize the writing of young children identified as at-risk for later literacy difficulties and to compare the early writing skills of these children to their non-at risk peers. Results indicated that children who are considered at-risk for later literacy difficulties lag behind their peers in a range of early writing skills, including name writing, letter writing, invented spelling, and story composition in preschool. Findings also suggest that early literacy screeners may identify children experiencing writing difficulties in addition to early reading challenges. Given the burgeoning ability of preschool-aged children, practical implications are discussed.
PDF