Early literacy instruction in a dual-language (Spanish-English) kindergarten.
This study determined the effectiveness of an early literacy program that embeds skills-based instruction into meaningful contexts, documented children's engagement in the instruction, and obtained insights into how language of origin (Spanish or English) influences performance in instruction in two...
| Publicado en: | Communication Disorders Quarterly Vol. 27; no. 2; pp. 67 - 88 |
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| Autores principales: | , , |
| Formato: | CEU exam questions research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Winter2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106281290&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106281290 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: Winter2006 vid: 27 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106281290 23174729 2009497485 10.1177/15257401060270020501 106281290 ppf: 67 ppct: 21 formats: fmt: @attributes: type: P tig: atl: Early literacy instruction in a dual-language (Spanish-English) kindergarten. aug: au: Culatta B Reese M Setzer LA affil: Brigham Young University, 301 McKay School of Education, Provo, UT 84602 sug: subj: Early Childhood Intervention English as a Second Language Literacy In Infancy and Childhood Teaching Methods Analysis of Covariance Child, Preschool Crossover Design Descriptive Statistics Education, Continuing (Credit) Evaluation Research Female Group Processes Language Tests Male Phonetics Pretest-Posttest Design Quasi-Experimental Studies Speech and Language Assessment Utah Human Child, Preschool: 2-5 years Female Male ab: This study determined the effectiveness of an early literacy program that embeds skills-based instruction into meaningful contexts, documented children's engagement in the instruction, and obtained insights into how language of origin (Spanish or English) influences performance in instruction in two languages. The program, Systematic and Engaging Early Literacy Instruction (SEEL), is a meaning-based approach that highlights literacy targets in hands-on and interactive activities. Researchers monitored the progress of children participating in dual-language Spanish-English classrooms and compared performance of classrooms where instruction was applied to different skills at different times (first or second 6-week block of instruction). ANCOVAs were conducted with time of assessment (Posttest 1 and Posttest 2) and class (alliteration first versus rhyme first) as independent variables, mean raw score for each of the tasks (rhyme, alliteration, blending, and word recognition) as dependent variables, and entering performance on each measure as the covariate. Assessment of children who were native speakers of both Spanish and English showed significant time effects, reflecting progress in acquiring early literacy skills. English-speaking children demonstrated significant Time x Class effects for alliteration and rhyming. The ANCOVA analysis for Spanish-speaking children's data resulted in a significant Time x Class interaction for syllable alliteration, indicating that performance gains were related to the presence of instruction. In addition, observation of children's performance demonstrated developmental progression in attaining the targeted literacy skills, revealed high levels of engagement in instruction, and gave insights into the role played by language of instruction in the learning process. pubtype: Academic Journal doctype: CEU exam questions research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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