Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development

Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith J.; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth

doi:10.1044/2016_jslhr-l-15-0451

Cited by 34 publications

(28 citation statements)

References 41 publications

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“…Children with delays in language development or speech and language development demonstrated evidence linking them to difficulties in reading readiness and potential for future reading disability. Additionally, children with significant delays early literacy specifically demonstrated deficits in phonological awareness and alphabet knowledge (Goldstein et al, 2017). Among the skills targeted, phonological awareness, print awareness, and alphabet knowledge were identified as being the most important for these students.…”

Section: Importance Of Early Literacy Skillsmentioning

confidence: 97%

“…Current research indicates that traditional preschool instruction in early literacy may not be adequate for teaching young children with disabilities or those who are at-risk for disabilities (Goldstein et al, 2017). In addition, professional development for early childhood educators does not provide professionals with the tools and skills needed to meet the unique needs of learners with disabilities (Odom, Buysse, & Soukakou, 2011).…”

Section: Computer-assisted Instruction Compared To Traditional Instrumentioning

confidence: 99%

“…Preschool curricula were used to address these deficits was not adequate enough to teach early literacy skills in a manner to support those students with significant needs. However, when additional supports and specified instruction were presented, children demonstrated higher scores on early literacy assessments (Goldstein et al, 2017).…”

Section: Importance Of Early Literacy Skillsmentioning

confidence: 99%

“…Early literacy skills are the first steps towards reading. The use of traditional teaching in early childhood classrooms has proven to not be an effective means of instructing young learners with disabilities (Goldstein et al, 2017), which includes alphabet identification. Studies have shown that CAI produces positive results in early childhood classrooms and for children with specific diagnoses, but limited research of how these instructional methods impact young children with unspecified diagnoses in inclusive settings.…”

Section: Summary and Research Questionsmentioning

confidence: 99%

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Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs

Harvey¹

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The need to reach learners with disabilities in inclusive early childhood classrooms has grown with increasing legislative mandates. An essential area of focus is in early literacy and alphabet letter recognition. One such way to bridge the gap includes computer assisted instruction as an instructional method. A concurrent treatment single case design was used to compare the rate of letter acquisition in young children with disabilities (n=6) between computer assisted instruction program, Teach Town Basics™, and traditional teaching of concepts in early childhood inclusive classrooms. Participants received each treatment in random order and data were graphed daily on the same graph. The findings suggest that students learned letters at a greater rate using the Teach Town Basics™ compared to the traditional teaching. The majority of the students made gains in acquiring letter knowledge, as evidenced by the data collected and the PALS reports. The study advances research for the use of iPads for teaching early literacy concepts of young children with disabilities in inclusive settings.

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Section: Importance Of Early Literacy Skillsmentioning

confidence: 97%

Section: Computer-assisted Instruction Compared To Traditional Instrumentioning

confidence: 99%

Section: Importance Of Early Literacy Skillsmentioning

confidence: 99%

Section: Summary and Research Questionsmentioning

confidence: 99%

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Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs

Harvey¹

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“…dos distritos. O uso de diferentes programas e abordagens é uma justificativas plausível para os resultados constatados(GREENWOOD et al, 2013) Goldstein et al, (2017). realizaram estudo randomizado com 104 préescolares de 39 salas de aula para analisar a eficácia de um currículo suplementar, baseado em atividades de consciência fonológica.…”

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Ações da fonoaudiologia na escola: programa de estimulação da consciência fonológica em escolares do 1° ano do ensino fundamental

Freire¹

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Speech-Language Pathology actions at school: phonological awareness program in the first gradeAcademic failure is one of the most distressing problems of the Brazilian educational system, especially in the literacy process. The reading and writing development requires a set of skills, but phonological awareness has been reported as one of the most relevant. However, Brazilian teachers don´t have enough knowledge about the subject and consequently there are few investments on school environment. The aim of the study was to verify the applicability of a phonological awareness program for students in the first grade. It is a control-type study, non-randomized, double-blind.Sixty-nine students from a public school participated, distributed between Experimental Group (GE=48) and Control Group (GC=21). The program was based on Response to Intervention (RTI -Tier 1), aiming the daily stimulation of syllabic and phonemic skills (synthesis, segmentation, identification and phoneme-grapheme association). The activities were carried out for 12 weeks, lasting up to 25 minutes, conducted by the teachers, supervised by a speech therapist. The students were evaluated before and after the intervention, using standardized tests that investigated phonological awareness skills, reading and writing level. The results demonstrated that the program promoted statistically significant advances (p <0.05) in the EG phonological awareness skills. Approximately 80% of the EG students reached the alphabetical reading and writing level, while only 30% of the GC participants had this performance. Statistical analysis of correlation has demonstrated that phonemic skills are strongly associated with reading and writing progress. The nonresponsiveness rate was approximately 14% (n=7). Five of the EG students were referred specialized institutions and had the diagnosis of learning disorders. The phonological awareness program following RTI Tier 1 is applicable to the school environment because it promoted advances in reading and writing skills. However, the sample size could be considered a limitation of this study, Replication of the study is recommended with larger samples.

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Phonics training for English-speaking poor readers

McArthur

Sheehan

Badcock

et al. 2018

Cochrane Database of Systematic Reviews

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Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development

Abstract: Results indicated that the vast majority of children demonstrating early literacy delays in preschool may benefit from a supplemental PA curriculum that has the potential to prevent reading difficulties as children transition to kindergarten.

Cited by 34 publications

References 41 publications

Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs

Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs

Ações da fonoaudiologia na escola: programa de estimulação da consciência fonológica em escolares do 1° ano do ensino fundamental

Phonics training for English-speaking poor readers

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