Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

Piasta, Shayne B.; Sawyer, Brook E.; Justice, Laura M.; O’Connell, Ann A.; Jiang, Hui; Dogucu, Mine; Khan, Kiren S.

doi:10.1177/1053815119883410

Cited by 11 publications

(5 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Postintervention, children in the intervention condition (11 classes) scored significantly higher on vocabulary, morphosyntax, print awareness, letter knowledge, and phonological awareness measures than those in the control condition (eight classes). In contrast, Piasta et al (2020) did not find positive impacts of another shared reading intervention, Read It Again!, on language and literacy skills relative to a control condition in which teachers read the same books without the intervention lessons. This study was conducted with 726 children enrolled in 109 U.S. early childhood special education classrooms.…”

Section: Targeting Early Language To Improve Comprehensionmentioning

confidence: 75%

Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children.

Consortium¹,

Lo²,

Xu³

2022

Journal of Educational Psychology

View full text Add to dashboard Cite

Educational Impact and Implications StatementDespite improvements in word-level reading instruction, many children continue to struggle with reading comprehension. In this study, we tested a whole-class, supplemental curriculum, Let's Know!, designed to support prekindergarten and kindergarten children's oral language and comprehension skills. We found that Let's Know! improved children's knowledge of vocabulary used in the curriculum and some comprehension-related skills but did not impact scores on standardized language comprehension measures. Results provide evidence that classroom instruction can improve some skills related to later comprehension; however, more work is necessary to develop and validate curricula that directly impact language and reading comprehension.

show abstract

Section: Targeting Early Language To Improve Comprehensionmentioning

confidence: 75%

Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children.

Consortium¹,

Lo²,

Xu³

2022

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…As part of the larger study, up to 10 children per ECSE classroom were selected to participate; specifically, up to six children with disabilities and up to four typically developing peers who met the inclusion/exclusion criteria were eligible to participate (more information on enrollment procedures can be found in Piasta et al, 2019). Because teachers were completing numerous measures for the larger study, it was not deemed feasible for teachers to complete the SSTSES and PLBS on every child participating in the larger study.…”

Section: Methodsmentioning

confidence: 99%

Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Sawyer

O’Connell

Bhaktha

et al. 2020

Topics in Early Childhood Special Education

Self Cite

View full text Add to dashboard Cite

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children’s characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children’s characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children’s learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children’s characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children’s characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.

show abstract

“…Piasta, Justice, McGinty, and Kaderavek (2012) similarly demonstrated that preschool teachers benefit from support with conversational strategies but required more intensive support to the development of language developing strategies. Piasta et al (2020) in a randomised controlled trial study with 109 teachers and 726 children (children with disabilities and their peers) using the RIA shared book reading intervention found that there was a significant increase in teachers' provision of explicit instruction in print knowledge, vocabulary, phonological awareness and narrative.…”

Section: Implications Building Collaborative Partnershipsmentioning

confidence: 99%

A survey of communication supports in Grade R classrooms in the Western Cape, South Africa

Kathard

Parusnath²,

Thabane³

et al. 2022

SAJCD

View full text Add to dashboard Cite

Background: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article.Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners.Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain.Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items.Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.

show abstract

Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

Cited by 11 publications

References 54 publications

Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children.

Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children.

Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

A survey of communication supports in Grade R classrooms in the Western Cape, South Africa

Contact Info

Product

Resources

About