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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:TENNESSEE [remove]; Classification:Early Literacy [remove];
9 results found.|
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The effects of storytelling and story reading on the oral language complexity and story comprehension of young children An analysis of the ways that storytelling and story reading influence the language development and story comprehension of young children |
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Home environment and family resources to support literacy interaction: Examples from families of children with disabilities An inquiry into the resources available in the home environments of families of children with disabilities to promote children’s literacy skills, based on observations and assessments of the homes and reading sessions of 6 families of children with disabilities in eastern and central Tennessee |
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Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. |
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Increasing early literacy instruction of Head Start teachers using videotape consultation An evaluation of the effects of videotape consultation procedures on the literacy teaching practices of Head Start teachers to determine if the videotape created an increase in literacy instruction |
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Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds An article on the effects of a parent and teacher child reading intervention on children's oral language skills |
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Responding to nonresponders: An experimental field trial of identification and intervention methods A comparison of the effectiveness of 2 treatments, a modified classroom intervention or individualized tutoring, for nonresponders to Peer-Assisted Learning Strategies (PALS), an evidence-based classwide reading intervention |
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A study of the impact of Imagination Library participation on kindergarten reading achievement A study of the relationships between instructional reading levels and participation in a program that provides one free children’s book in the mail every month, by subsamples of children who qualify for free and reduced price school lunch, by gender, by the reported frequency of books read to children prior to kindergarten, as well as length of participation in the program, based on data from a stratified random sample 90 kindergartners from 3 schools in Sullivan County, Tennessee |
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A study of prekindergarten literacy experiences in a northeast Tennessee school system An examination of the scores of prekindergarten students when presented with 3 different methods of literacy instruction |
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Super Why Summer Camp assessment findings: Summer 2008 An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008 |
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