Supporting Early (and Later) Literacy Development at Home and at School

Paratore, Jeanne R.; Cassano, Christina M.; Schickedanz, Judith A.

doi:10.4324/9780203840412.ch6

Cited by 17 publications

(21 citation statements)

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“…Shared book reading is an important part of early childhood practices for most parents and teachers and is most effective when there is interaction between the adult and child (Paratore, Cassano, & Schickedanz, 2011). Shared book reading is positively correlated with levels of oral language (Wasik & Bond, 2001), phonological awareness (Mol, Bus, & de Jong, 2009; Skibbe, Behnke, & Justice, 2004), reading, spelling, and IQ(Stevenson & Fredman, 1990) in TD children without disabilities.…”

Section: Emergent Literacy Interventionsmentioning

confidence: 99%

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Hudson

Sanders

Greenway

et al. 2017

Exceptional Children

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Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from n =47 IBR, n =42 PA, and n =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (d*=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (d*=0.39).

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Section: Emergent Literacy Interventionsmentioning

confidence: 99%

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Hudson

Sanders

Greenway

et al. 2017

Exceptional Children

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show abstract

“…All students, particularly those with low expressive oral language, would benefit from more oral discourse–related workstation tasks. Research supports the merits of oral discourse in the development and acquisition of words/vocabulary and reading ability (Lawrence & Snow, ; Paratore, Cassano, & Schickedanz, ). Teachers need to be more tolerant of student talk in the classroom.…”

Section: Implications For Instructional Practicementioning

confidence: 77%

Primary Discourse and Expressive Oral Language in a Kindergarten Student

Fiano

2013

Read Res Q

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This seven‐month ethnographic case study elucidated a kindergarten student's navigation through her first formal schooling experience with relation to expressive oral language. Gee's theory of Discourses and methodology of discourse analysis were used to examine expressive oral language in use. Two discursive contexts germane to expressive oral language were observed: Discourse of home and Discourse of school. This study demonstrated the complexity of expressive oral language when a primary Discourse converged with the secondary Discourse of school. Primary data sources included participant observation, audiotaped observations, and field notes, resulting in transcripts and an individual participant dictionary. Critical incidents of oral language samples were analyzed through language‐in‐use discourse analysis focused on the seven building tasks, significance, practices (activities), identities, relationships, politics, connections, and sign systems and knowledge, and six tools of inquiry, social languages, Discourses, Conversations, intertextuality, situated meanings, and figured worlds. Secondary data sources included interviews, document/artifact collection, and a researcher journal, providing detail for rich, descriptive narratives of contexts of her language in use and detailed descriptions of the home and school contexts and the participant in these settings. Data suggest that a kindergarten student's primary Discourse as it pertains to expressive oral language manifests itself in varying ways at the point of juncture with the secondary Discourse of school. Alignment, dominance, discord, and hybridity existed as her primary Discourse and school Discourse converged through expressive oral language. The point of juncture for expressive oral language expanded and limited her discursive abilities in both Discourses.

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“…Skilled readers are able to recognize familiar words by sight, decode unfamiliar words, and use background knowledge and language skills to construct meaning from the text they read. 1 The ability to read with comprehension is built on language and literacy skills that are typically acquired early in life through both informal (e.g., storybook reading) and formal activities (e.g., instruction in sight words, lettersound correspondences, decoding). 2 Unfortunately, children with language delays and disorders are more likely to have difficulty acquiring these critical early skills than their typically developing peers, and these early challenges can impact the acquisition of more sophisticated reading skills later in life.…”

mentioning

confidence: 99%

Using Digital Texts in Interactive Reading Activities for Children with Language Delays and Disorders: A Review of the Research Literature and Pilot Study

et al. 2017

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Participation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.

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Supporting Early (and Later) Literacy Development at Home and at School

Cited by 17 publications

References 0 publications

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Primary Discourse and Expressive Oral Language in a Kindergarten Student

Using Digital Texts in Interactive Reading Activities for Children with Language Delays and Disorders: A Review of the Research Literature and Pilot Study

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