Closing the Gap Early: Implementing a Literacy Intervention for At‐Risk Kindergartners in Urban Schools

Macdonald, C.; Figueredo, Lauren

doi:10.1598/rt.63.5.6

Cited by 10 publications

(12 citation statements)

References 11 publications

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“…Because younger ELLs receive these opportunities and other sociolinguistic support at an earlier juncture in their lives than older ELLs (in some cases up to 12 months earlier; Deming & Dynarski, 2008), younger ELLs may be able to capitalize on the earlier start and show greater growth. This hypothesis is consistent with a body of research showing that reading interventions that are provided early on in ELLs' lives can set them on developmentally appropriate trajectories with respect to literacy (Ashdown & Simic, 2000;Chall, 2000;MacDonald & Figueredo, 2010) and social outcomes (Haager & Windmueller, 2001).…”

supporting

confidence: 84%

English language learners and kindergarten entry age: Achievement and social-emotional effects

Gottfried

Datar

2016

The Journal of Educational Research

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supporting

confidence: 84%

English language learners and kindergarten entry age: Achievement and social-emotional effects

Gottfried

Datar

2016

The Journal of Educational Research

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“…Young children use their oral language skills to learn to read, while older children use their reading ability to further their language learning -they read to learn" [7]. It can be stated that the role of spoken language in the process of learning to read is prominent, and oral language skills and literacy processes are mutually dependent [1] [2]. The mastery of spoken language enables children to take the next developmental step: learning to read.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Although immense strides have been made in recent years in the field of education to understand the process of learning to read, there still remains a question as to what is the most effective and efficient instruction that equips each child with this crucial skill, and what can be done to facilitate and support the process of mastering the skill of reading. One of the avenues that has been extensively explored is the relationship between oral language and reading, and it has been demonstrated that not only is oral language a key element in the acquisition of the skill of reading, but also developing oral language skills has a positive influence on later literacy performance [1] [2] [3] [4]. Therefore, exploring the associations that exist between children's spoken language competence and their reading acquisition is pivotal as such an analysis can set the patterns for an effective way of approaching the phenomenon of reading [2].…”

Section: Introductionmentioning

confidence: 99%

COMET Intervention: Children’s Oral Language Skills as a Key to Literacy Development

Zolnowska¹

2017

IJDS

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In 2003 Belfast Education and Library Board introduced an intervention programme COMET (Communication and Education Together) to tackle underdeveloped communication and language skills among primary school children from socially disadvantaged background. As children's language and communication skills can exert a significant influence on their learning as well as their social and emotional development, addressing this issue is of crucial importance. Applying a mixed-methods approach, this longitudinal study evaluates the effectiveness of the COMET intervention and examines its impact on the children's development of oral language skills as well as their reading performance. The quantitative data demonstrated the children involved in the programme had exhibited the higher levels of oral language skills as well as reading and reading-related abilities than the children who had not participated in the intervention. The children involved in the programme improved at a faster rate and had caught up with, or exceeded their peers who had not followed the COMET approach. The effectiveness of the COMET intervention was also confirmed by the qualitative data. The interviews with the principals, literacy coordinators, teachers and learning support assistants revealed that the intervention was an effective, valuable and very informative initiative that was manageable and functioned well in a highly complex and busy school environment. The findings of this study suggest that the COMET intervention is an effective and successful initiative, which not only assists the children in their development of oral language skills and reading abilities, but also positively contributes to reducing the gaps that exists between the children, providing them with a solid foundation and a greater chance for experiencing a school success.

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“…Volgens navorsing moet kinders so vroeg moontlik blootgestel word aan leesintervensies (Montgomery & Moore-Brown 2003;MacDonald & Figueredo 2010). Indien kinders nie op 'n vroeë ouderdom aan leesintervensies blootgestel word nie kan hulle leesvaardighede verder agteruitgaan.…”

Section: Inleidingunclassified

Die effek van 'n troeteldier-ondersteunde leesprogram op woordherkenningsvaardighede van graad 3-kinders

Roux

Swartz

Swart

2015

Tydskr. geesteswet.

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Die doel van die huidige studie was om die effek van 'n troeteldier-ondersteunde leesprogram (TOL) op die woordherkenningsvaardighede van graad 3-kinders te bepaal. Al die kinders wat met behulp van die ESSI Leestoets as nievaardige lesers (N=102) geïdentifiseer is, is ewekansig toegewys aan drie eksperimentele groepe en een kontrolegroep. Een maal per week vir 10 weke lank het die Leeshondgroep (n=27) vir 'n leeshond in die teenwoordigheid van 'n Pets as Therapy-vrywilliger gelees, die Volwassenegroep (n=24) het slegs vir 'n volwassene gelees terwyl die Teddiebeergroep (n=26) vir 'n teddiebeer in die teenwoordigheid van 'n volwassene gelees het. Die Kontrolegroep (n=25) het voortgegaan met hul normale skoolaktiwiteite. Die kinders in die drie eksperimentele groepe het individueel vir ongeveer 20 minute gelees uit graad 1-, 2- en 3-vlak boekies. Data-insameling het plaasgevind voor die aanvang van die leesprogram (Tyd 1), direk ná voltooiing van die leesprogram (Tyd 2) en met 'n opvolgmeting agt weke later (Tyd 3). Die resultate het getoon dat die kinders in die Leeshondgroep op 'n beduidend hoër graadvlak gelees het tydens Tyd 2 en Tyd 3 as die ander drie groepe.

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Closing the Gap Early: Implementing a Literacy Intervention for At‐Risk Kindergartners in Urban Schools

Cited by 10 publications

References 11 publications

English language learners and kindergarten entry age: Achievement and social-emotional effects

English language learners and kindergarten entry age: Achievement and social-emotional effects

COMET Intervention: Children’s Oral Language Skills as a Key to Literacy Development

Die effek van 'n troeteldier-ondersteunde leesprogram op woordherkenningsvaardighede van graad 3-kinders

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