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Journal ArticleDOI

A Review of parent interventions for preschool children’s language and emergent literacy

01 Mar 2010-Journal of Early Childhood Literacy (SAGE Publications)-Vol. 10, Iss: 1, pp 97-117
TL;DR: It is well known that children's language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individua... as discussed by the authors.
Abstract: It is well known that children’s language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individua...
Citations
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Journal ArticleDOI
TL;DR: In this paper, the authors investigate the impact of the presence of electronic features in parent-child dialogic reading and children's story comprehension with battery-operated, touch-sensitive children's electronic console books or traditional books.
Abstract: Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent-child dyads reading battery-operated, touch-sensitive children's electronic console books or traditional books. Results revealed that parent-child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e-books may be altered to better serve as educational tools in this new era are discussed.

260 citations

Journal ArticleDOI
TL;DR: In this paper, a meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011 and found that children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, including child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes.
Abstract: This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving child-initiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroom- and home-base...

159 citations

Journal ArticleDOI
TL;DR: Results of the large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity, and were suggestive of better capture of children’s emerging abilities relative to comparison measures.
Abstract: Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture of children’s emerging abilities relative to comparison measures. Preliminary norms are presented, showing a clear developmental trajectory across half-year age groups. The accessibility of the EYT, as well as its advantages over existing measures, offers considerably enhanced opportunities for objective measurement of young children’s abilities to enable research and educational applications.

153 citations

Journal ArticleDOI
TL;DR: The efficacy of parent-directed interventions and their potential applicability to the wider educational achievement gap seen in typically developing populations of low socioeconomic status are explored and efforts to develop such interventions with the Thirty Million Words Project and Project ASPIRE curricula are described.
Abstract: Children's early language environments are critical for their cognitive development, school readiness, and ultimate educational attainment. Significant disparities exist in these environments, with profound and lasting impacts upon children's ultimate outcomes. Children from backgrounds of low socioeconomic status experience diminished language inputs and enter school at a disadvantage, with disparities persisting throughout their educational careers. Parents are positioned as powerful agents of change in their children's lives, however, and evidence indicates that parent-directed intervention is effective in improving child outcomes. This article explores the efficacy of parent-directed interventions and their potential applicability to the wider educational achievement gap seen in typically developing populations of low socioeconomic status and then describes efforts to develop such interventions with the Thirty Million Words Project and Project ASPIRE (Achieving Superior Parental Involvement for Rehabilitative Excellence) curricula.

125 citations

Journal ArticleDOI
TL;DR: A novel paradigm-dual head-mounted eye tracking-to record momentary gaze data from both parents and infants during free-flowing toy-play contexts shows that both joint attention and infant sustained Attention predicted vocabulary sizes at 12 and 15 months, but infant sustained attention in the context of joint attention, not joint attention itself, is the stronger unique predictor of later vocabulary size.
Abstract: Vocabulary differences early in development are highly predictive of later language learning as well as achievement in school. Early word learning emerges in the context of tightly coupled social interactions between the early learner and a mature partner. In the present study, we develop and apply a novel paradigm-dual head-mounted eye tracking-to record momentary gaze data from both parents and infants during free-flowing toy-play contexts. With fine-grained sequential patterns extracted from continuous gaze streams, we objectively measure both joint attention and sustained attention as parents and 9-month-old infants played with objects and as parents named objects during play. We show that both joint attention and infant sustained attention predicted vocabulary sizes at 12 and 15 months, but infant sustained attention in the context of joint attention, not joint attention itself, is the stronger unique predictor of later vocabulary size. Joint attention may predict word learning because joint attention supports infant attention to the named object.

113 citations

References
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Book
01 Jan 1998
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

5,743 citations


"A Review of parent interventions fo..." refers background in this paper

  • ...…early childhood is the foundation for children’s literacy development, especially for their reading comprehension after the first several years of reading instruction (e.g. Dickinson and Tabors, 2001; Reese, Suggate, et al., 2009; Scarborough, 2001; Sénéchal and Lefevre, 2002; Snow et al., 1998)....

    [...]

  • ...We review studies that focused on children’s language development because it is now widely accepted that oral language in early childhood is the foundation for children’s literacy development, especially for their reading comprehension after the first several years of reading instruction (e.g. Dickinson and Tabors, 2001; Reese, Suggate, et al., 2009; Scarborough, 2001; Sénéchal and Lefevre, 2002; Snow et al., 1998)....

    [...]

Journal ArticleDOI
TL;DR: Hart and Risley the authors, 1995, the authors ) discuss the effects of gender stereotypes on women's reproductive health and sexual health, and propose a method to improve women's health.
Abstract: by Betty Hart, Todd R. Risley, Baltimore: Brookes, 1995 268 pages

4,568 citations

Journal ArticleDOI
TL;DR: It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition.
Abstract: Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

2,383 citations


"A Review of parent interventions fo..." refers background in this paper

  • ...By emergent literacy, we refer to precursors of formal reading, such as children’s print concepts and their recognition and writing of letters and words (Whitehurst and Lonigan, 1998)....

    [...]

Journal ArticleDOI
TL;DR: The findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3.
Abstract: This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences.

1,810 citations


"A Review of parent interventions fo..." refers background in this paper

  • ...…early childhood is the foundation for children’s literacy development, especially for their reading comprehension after the first several years of reading instruction (e.g. Dickinson and Tabors, 2001; Reese, Suggate, et al., 2009; Scarborough, 2001; Sénéchal and Lefevre, 2002; Snow et al., 1998)....

    [...]

Journal ArticleDOI
TL;DR: In this paper, a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures is presented. And the results support the hypothesis that book reading is related to outcome measures such as language growth, emergent literacy and reading achievement.
Abstract: The current review is a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures. In selecting the studies to be included in this meta-analysis, we focused on studies examining the frequency of book reading to preschoolers. The results support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. The overall effect size of d = .59 indicates that book reading explains about 8% of the variance in the outcome measures. The results support the hypothesis that book reading, in particular, affects acquisition of the written language register. The effect of parent-preschooler reading is not dependent on the socioeconomic status of the families or on several methodological differences between the studies. However, the effect seems to become smaller as soon as children become conventional readers and are able to read on their own.

1,803 citations