Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten

Hilbert, Dana Dawn; Eis, Sarah D.

doi:10.1007/s10643-013-0588-3

Cited by 29 publications

(20 citation statements)

References 22 publications

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“…An early intervention emergent literacy study found that children had improved literacy skills when provided with explicit instruction [19]. The instructors in this study, however, were SLPs and other trained professionals, and not the children’s usual teachers or parents, which might be considered a limitation.…”

Section: Emergent Literacy and Language Skillsmentioning

confidence: 89%

Emergent Literacy Support for Children from Marginalised Populations

Moonsamy

Carolus

2019

Folia Phoniatr Logop

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Background: The purpose of this paper is to describe the content and process of a literacy and language support model that was implemented with young children from marginalised communities, where no access to speech and language pathologist (SLP) services exists. The importance of language for literacy development is emphasised with explicit strategies for classroom application. Method: The SLP introduced an intervention programme to Early Childhood Development (ECD) kindergarten teachers, as part of a pre- and post-test literacy study. The strategies included oral reading, one-on-one reading and paired-reading. The participants provided informed consent. The intervention was presented to the experimental (Exp) group during the study process and to the comparison group after the study was completed. Results: Post-intervention findings revealed a significant improvement in the Exp group scores on concepts about print. The ECD teachers reported a difference in the children’s awareness of printed materials, confirming that the approaches introduced by the SLP are central in teachers’ instruction. This finding supports the contribution that emergent literacy and language support models would have for children, especially those from marginalised communities, where access to resources are limited. Furthermore, the collaboration between SLP and the ECD staff will strengthen these support structures. Thus, explicit early intervention develops skills for school-readiness and academic success; this forms part of the solution in providing early access to language and literacy programmes in developing countries.

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Section: Emergent Literacy and Language Skillsmentioning

confidence: 89%

Emergent Literacy Support for Children from Marginalised Populations

Moonsamy

Carolus

2019

Folia Phoniatr Logop

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“…Findings also suggest that high-quality staff-child interactions and learning environments are eminently important for the development of disadvantaged children (Leseman et al, 2017, Hilbert andEis, 2014). In the long term, ECEC has the potential to improve the life chances of children from disadvantaged families (e.g.…”

Section: Underlying Concepts In the Talis Starting Strong Survey Concmentioning

confidence: 99%

“…In the TALIS Starting Strong Survey 2018, the family background of children is assessed through information from staff and centre leaders on the group composition of the ECEC settings. 15 the ECEC provision is well-suited to the needs of children from diverse backgrounds (Hilbert and Eis, 2014). The survey also collects information on the regional area in which the ECEC centre is located (urban vs. rural).…”

Section: Description Of the Talis Starting Strong Survey Conceptual Mmentioning

confidence: 99%

“…The survey focusses on the characteristics of ECEC settings considered significant by societies and policy makers, as well as the research perspective on high-quality pedagogical activities, well-being and successful learning (Anders et al, 2012, Pianta et al, 2005, Pianta et al, 2009, Siraj et al, 2015, Tietze et al, 1998, Tietze et al, 2005, Hilbert and Eis, 2014, Leseman et al, 2017. It particularly focuses on aspects supported by research findings as being significant for the development, well-being and learning of children from diverse family and cultural backgrounds (OECD, 2018, Burchinal et al, 2011, NICHD Early Child Care Research Network, 2006, Siraj-Blatchford et al, 2003, Hilbert and Eis, 2014, Leseman et al, 2017. To capture the diversity of factors in different ECEC systems, the survey collects data on a wide range of variables in a standardised format to ensure comparability.…”

Section: Adaptability To the Environment As An Overarching Quality DImentioning

confidence: 99%

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Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2019)5 STARTING STRONG SURVEY 2018 CONCEPTUAL FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…Having enough exposure to language, both in terms of hearing words spoken by adults and learning new words, has been indicated as crucial for future academic success (Hilbert and Eis 2014). Children in this age group go through a rapid learning period during which it is particularly important for them to have verbal interactions with adults, especially their parents, from which they can learn.…”

Section: Introductionmentioning

confidence: 99%

Fostering parent–child dialog through automated discussion suggestions

Boteanu

Chernova

Nunez

et al. 2016

User Model User-Adap Inter

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The development of early literacy skills has been critically linked to a child's later academic success. In particular, repeated studies have shown that reading aloud to children and providing opportunities for them to discuss the stories that they hear is of utmost importance to later academic success. CloudPrimer is a tablet-based interactive reading primer that aims to foster early literacy skills by supporting parents in shared reading with their children through user-targeted discussion topic suggestions. The tablet application records discussions between parents and children as they read a story and, in combination with a common sense knowledge base, leverages this information to produce suggestions. Because of the unique challenges presented by our application, the suggestion generation method relies on a novel topic modeling method that is based on semantic graph topology. We conducted a user study in which we compared how delivering suggestions generated by our approach compares to expert-crafted suggestions. Our results show that our system can successfully improve engagement and parent-child reading practices in the absence of a literacy expert's tutoring.

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Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten

Cited by 29 publications

References 22 publications

Emergent Literacy Support for Children from Marginalised Populations

Emergent Literacy Support for Children from Marginalised Populations

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Fostering parent–child dialog through automated discussion suggestions

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