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Contextualized approach to language and literacy (Project CALL): capitalizing on varied activities and contexts to teach early literacy skills.

In a federally funded early literacy project, various instructional activities were embedded into an array of classroom contexts to provide supplemental literacy instruction and to contrast children's engagement and participation in different contexts and participant structures. The study was conduc...

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Published in:Communication Disorders Quarterly Vol. 28; no. 4; pp. 216 - 236
Main Authors: Culatta B, Hall K, Kovarsky D, Theadore G
Format: pictorial research tables/charts Journal Article
Published: Sage Publications Inc. Aug2007
Online Access:View this record in EBSCOhost
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      jtl: Communication Disorders Quarterly
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      dt: Aug2007
      vid: 28
      iid: 4
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: Contextualized approach to language and literacy (Project CALL): capitalizing on varied activities and contexts to teach early literacy skills.
      aug:
        au:
          Culatta B
          Hall K
          Kovarsky D
          Theadore G
        affil: Professor of speech pathology, Brigham Young University
      sug:
        subj:
          Language Development
          Literacy Education
          Project Head Start
          Teaching Methods
          Analysis of Variance
          Crossover Design
          Descriptive Statistics
          Drama
          Funding Source
          Interpersonal Relations
          Literacy Evaluation
          Phonetics
          Play and Playthings
          Pretest-Posttest Design
          Qualitative Studies
          Rhode Island
          Sensory Motor Integration
          Time Factors
          Utah
          Human
      ab: In a federally funded early literacy project, various instructional activities were embedded into an array of classroom contexts to provide supplemental literacy instruction and to contrast children's engagement and participation in different contexts and participant structures. The study was conducted with English- and Spanish-speaking children from four Head Start classrooms. In a crossover project design, children were trained on similar sets of rhyme and letter targets at different times. Three-way ANOVAs with rhyme and letter difference scores as the dependent variables revealed a significant time-of-test effect for rhyming and significant Time x Order x Set interactions for rhyme and letter generation. Children performed better on trained than untrained targets. Observations of children revealed growth in performance and spontaneity of rhyme skills in classroom contexts. Qualitative analyses documented high levels of engagement, illustrating the value of varying activities and contexts for instruction. Both groups demonstrated their ability to gain from concrete instruction and interactive participation.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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