Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

Francisco, Andrea; Arias, Melissa; Villers, Renata; Snow, Catherine E.

doi:10.1016/j.ijer.2006.11.002

Cited by 35 publications

(17 citation statements)

References 22 publications

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“…Two recent experimental evaluations demonstrate that the combination of detailed feedback or didactic coursework and inclassroom observation and coaching were more effective in improving preschool teachers' classroom language and literacy practices than feedback, coursework, or coaching alone (Landry et al, 2009;Neuman & Cunningham, 2009). In Latin America, a program providing tutoring, classroom support, and parent involvement in promoting children's language and literacy skills resulted in large gains in concepts about print and letter identification among kindergarten children in Costa Rica (Rolla, Arias, Villers, & Snow, 2006). The approach of the UBC program was based in part on this program, which itself was adapted from a professional development program carried out in low-income districts in the state of Ohio (Porche, Pallante & Snow, 2012).…”

Section: Targeting Classroom Instruction To Support Language and Litementioning

confidence: 99%

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

Yoshikawa

Leyva

Snow

et al. 2015

Developmental Psychology

237

133

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We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.

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Section: Targeting Classroom Instruction To Support Language and Litementioning

confidence: 99%

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

Yoshikawa

Leyva

Snow

et al. 2015

Developmental Psychology

237

133

View full text Add to dashboard Cite

show abstract

“…Given that the kindergarten years are a critical period of growth for students' emergent-literacy, oral-language interventions placed during the course of the kindergarten school year give students an additional source of support at a critical time in their development. More importantly, research showed that a tutoring program is a key component of successful oral-language interventions (Al Otaiba, Schatschneider, & Silverman, 2005;Jordan, Snow, & Porche, 2000;Rolla San Francisco, Arias, Villers, & Snow, 2006;Vadasy, Sanders, & Peyton, 2006). Studies that evaluated the effect of tutoring program interventions typically reported success (i.e., students in the treatment group made significantly greater gains on language assessments than did students in the control group; Al Otaiba et al, 2005;Jordan et al, 2000;Rolla San Francisco et al, 2006;Vadasy et al, 2006).…”

Section: Intervention: the Kelt Programmentioning

confidence: 99%

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

Macdonald

Figueredo

2010

The Reading Teacher

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A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at‐risk. The intervention consisted of an extra half‐day of instruction 5 days a week in addition to the Ministry‐mandated half‐day kindergarten program. The evaluation of the KELT program compared the achievement of students in the program to a comparison group on a battery of oral language and emergent literacy skills. Results showed that students in the KELT program out‐performed the comparison group on most of the assessments, thereby closing the academic gap. Based on the evaluation of the program, the school district has expanded the program to serve four other schools. لقد أشار تاريخ الفقر والإنجاز الدراسي المنخفض في أربع مدارس مدنية إلى الحاجة لتنفيذ التدخل المبكر المركز على معرفة القراءة والكتابة المنبثقة واللغة المحكية. وقد تم تصميم برنامج الدروس الخصوصية للتعلم المبكر في الروضة من أجل الطلاب أعمارهم 5 سنوات وهم الأكثر خطورة من الرسب. وقد كان التدخل مؤلفاً من إضافة نصف يوم من التعليم مدته 5 أيام في الأسبوع بالإضافة إلى برنامج الروضة المكلف من الوزارة مدته نصف يوم يومياً. وقارن تقييم هذا البرنامج إنجاز الطلاب في البرنامج بمجموعة مقارنة تعرضت لوابل من مهارات التعلم المنبثقة واللغة المحكية. وقد أشارت النتائج إلى أن تأدية هذا البرنامج كانت أحسن من المجموعة المقارنة في معظم الاختبارات وبذلك سدت الثغرة الدراسية. وعلى أساس تقييم هذا البرنامج فقد وسعت المحافظة المدرسية البرنامج ليخدم أربع مدارس أخرى. 就四所城市学校历年处于贫穷与学业成绩低落的状况这个问题，学校必须实施发展其学生口语及萌发期读写能力的早期干预教学。「幼儿园早期读写辅导」(KELT)课程的设计，是以教导高班(5岁）而处于最不利成功学习状况的幼儿园学生为目标。该干预教学除了包括教育部所强制的半天幼儿园课程之外，还有每周5天的额外半天教学。该干预课程的成效评核，是通过比较修读该课程的学生与对照组的学生在口语及萌发期读写能力的测验成绩来进行。结果显示，参与该课程的学生的成绩在大部分的评估中均优胜于对照组学生的成绩，从而拉近两组学术水平之差距。基于该课程的评核结果，这个学校区已把「幼儿园早期读写辅导」(KELT)课程已推展到区内的其他四所学校。 L'histoire de la pauvreté et des résultats académiques médiocres de quatre écoles urbaines a montré la nécessité de réaliser une intervention précoce centrée sur la langue parlée et l'entrée dans l'écrit. Le Programme de tutorat précoce pour entrer dans l'écrit (KELT) a été conçu à l'intention des élèves de grande section (5 ans) les plus à risque. L'intervention a consisté en une demi‐journée supplémentaire par semaine, s'ajoutant à la demi‐journée obligatoire quotidienne du programme officiel. L'évaluation du programme KELT a comparé la réussite des élèves dans le programme par rapport à un groupe témoin dans une batterie de compétences en langue parlée et d'entrée dans l'écrit. Les résultats ont montré que les élèves du programme KELT dépassent le groupe témoin dans la plupart des mesures, comblant se faisant l'écart académique. En se basant sur l'évaluation du programme, le district scolaire a étendu le programme à quatre autres écoles. Так сложилось, что в четырех городских школах, где учатся дети из бедных семей, академические достижения были крайне низкими в течение многих лет. В какой‐то момент учителя и руковод...

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“…Comparison of participating children with those in similar schools that had not implemented EASE showed impacts on language skills similar to those found by Jordan, Porche and Snow (2000;Porche & Pallante, 2004). An adaptation of the EASE program in Spanish has been implemented in Costa Rican kindergarten classrooms, and received with great enthusiasm by parents and children, though results concerning improved child outcomes are not yet available (Rolla San Francisco, Arias, & Villars, 2004).…”

Section: Promoting Literacy Development At Home and In The Classroommentioning

confidence: 99%

What Counts as Literacy in Early Childhood?

Snow¹

Blackwell Handbook of Early Childhood Development

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Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

Cited by 35 publications

References 22 publications

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

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

What Counts as Literacy in Early Childhood?

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