Bibliography of Citations from the ERIC Database
ERIC database search through September 2002
How to Obtain ERIC documents and journal articles
ED452550 CS217515
Title: The Effects of "Breakthrough to Literacy" on Oral Language
Development at the Kindergarten Level.
Author(s) Tancredo, Dana E.
Pages: 56
Publication Date: April 20, 2001
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; Pennsylvania
The software "Breakthrough to Literacy" was introduced in kindergarten
classrooms in a suburban school district in 1999 and focuses on oral language
development. Through observations, the author studied the effects the software
had on individual children's oral language and pre-reading readiness skills.
Along with reading skill development, oral language and thinking skill development
were also observed. The purpose of this study was to observe the effects of
the software on both the reading and oral language development at the kindergarten
level. The population involved three children selected at random. Results indicated
that the software provided the children with a strong reading base. Results
also showed that oral language development and reading skills had continued
to grow and develop. When the study was completed, the three children were interviewed
separately. Each child spoke positively about the software and was excited to
be reading. (Contains 13 references and 5 tables of data. Appendixes contain
3 additional tables of data.) (Author/RS)
Descriptors: Computer Software Evaluation; Instructional Effectiveness; Kindergarten; *Language Acquisition; *Oral Language; Primary Education; *Reading Attitudes; Reading Readiness; Student Attitudes
This report describes an early intervention program to elicit emergent literacy
skills in Potentially English Proficient kindergarten students. The school is
located in a suburb of a large city near a naval base. The problem, lack of
literacy readiness skills, was documented with a battery of tests given prior
to entrance in kindergarten and the results of teacher and parent surveys. Analysis
of probable cause indicated that there was a lack of literacy readiness skills
in the Limited English Proficient population needed in order to start the formal
academic kindergarten instruction. This was due to developmental factors, dysfunctional
families, frequent exposure to fast paced stimuli (television), and limited
exposure to pre-educational opportunities. Another factor is due to some parents
not aware that literacy was a form of discourse that is developed from birth
and is translated into the academic environment when the child starts school.
A review of the solution of strategies suggested by other researchers, combined
with an analysis of the test results, resulted in the development of age appropriate
activities to foster an environment conducive to the development of literacy
skills. The program included lessons involving emergent literacy activities
and the use of the multiple intelligences. Post intervention data revealed an
increase in emergent literacy behaviors due to a literacy environment that was
conducive to the students' needs. This included mnemonics, field trips, exposure
to many forms of printed materials, developmental play, and centers related
to pre-literacy and literacy skills. (Contains 37 references and 10 tables of
data. Appendixes contain pretest and posttest data.) (Author/RS)
Descriptors: Action Research; *Classroom Environment; *Emergent Literacy; *Instructional
Effectiveness; Kindergarten; Kindergarten Children; Primary Education; *Reading
Readiness; Reading Skills; *Writing Readiness; Writing Skills
ED440403 CS217086
Title: The Relationships among Early Childhood Educators' Beliefs, Knowledge
Bases, and Practices Related to Early Literacy.
Author(s) Islam, Chhanda
Pages: 54
Publication Date: December 1999
Notes: Paper presented at the International Language in Education Conference
(Hong Kong, December 17-20, 1999).
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/
questionnaires (160)
Geographic Source: U.S.; Kentucky
A study was conducted to determine and compare the literacy beliefs, knowledge
bases, and practices of early childhood educators who espouse emergent literacy
and reading readiness philosophies; to explore the relationship among beliefs,
knowledge bases, and practices; and to examine the degree to which beliefs,
knowledge bases, and practices were dependent upon educators' demographic variables.
The data were collected from 350 teachers through a survey. The data obtained
were analyzed as follows: descriptive statistical analyses were performed to
determine the distribution of respondents by demographic variables and total
group and subgroup means of respondents' belief, knowledge base, and practice
scores. The Mann Whitney U analysis and Kruskal-Wallis One-Way Analysis of Variance
(ANOVA) were performed to compare the beliefs, knowledge bases, and classroom
practices of respondents. The relationships among beliefs, knowledge bases,
and classroom practices were tested using the Spearman rank correlation analysis.
Results strongly suggest that the instructional staff in Head Start programs
are more likely than those in kindergarten and first grade to be emergent literacy
oriented in their beliefs and practices concerning early literacy instruction
and assessment, followed by teachers in first grade. The results further indicate
teachers in kindergarten were consistently more reading readiness oriented in
their beliefs and practices. The results also imply that teachers in first grade
may have higher levels of familiarity with literacy terms compared to the kindergarten
and Head Start instructional staff, and kindergarten teachers tend to have a
higher degree of familiarity with major literacy theorists. Considering the
results obtained in this area and the insignificant correlations between the
measures of knowledge bases, instructional beliefs, and practices, it appears
that there is little or no correlation between knowledge bases (as measured
by familiarity with literacy terms and theorists) and the degree to which teachers
are emergent literacy oriented in their literacy beliefs and practices. Contains
16 references and 5 tables of data. Survey instruments are appended. (Author/RS)
Descriptors: Early Childhood Education; Emergent Literacy; Kindergarten; *Knowledge
Base for Teaching; *Reading Attitudes; *Reading Readiness; Student Evaluation;
*Teacher Attitudes; *Teacher Behavior; *Writing Attitudes
Identifiers: *Project Head Start
ED442096 CS014012
Title: Federal and State Strategies To Support Early Reading Achievement.
Author(s) Otuya, Ebo; Krupka, Susan
Author Affiliation: Educational Testing Service, Washington, DC.(BBB10979)
Pages: 29
Publication Date: January 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Educational Testing Service, State and Federal Relations Office,
Suite 900, 1800 K. Street, N.W., Washington, DC 20006 Tel: 202-659-0616, Fax:
202-659-8075.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; District of Columbia
A study examined children's reading difficulties at the early grade levels
and explored how federal and state governments are responding to this critical
education problem. Sections of the study address: background issues in reading
achievement; federal response to improve poor reading achievement; state issues
in early reading achievement; effective intervention programs; and trends in
reading assessment. Results indicate that five factors contribute to children's
reading difficulties: (1) lack of phoneme awareness; (2) difficulty with reading
comprehension; (3) lack of motivation to learn to read; (4) inadequate preparation
of teachers; and (5) lack of standards and accountability. Findings suggest
that there continues to be a gap between instructional theory and practice,
and that as schools implement a balanced approach to reading instruction, adjusted
curriculum, textbooks, and assessment models will be needed. Contains 28 references,
and a figure and a table of data. (EF)
Descriptors: Beginning Reading; *National Standards; Primary Education; *Reading
Achievement; *Reading Difficulties; *Reading Instruction; *Reading Readiness;
*State Standards
Identifiers: Phonemic Awareness; Reading Excellence Act
This information capsule explores the effectiveness of score ranges on the
Computerized Placement Test (CPT), used to assess the skills of entry-level
students at Miami-Dade Community College and place first-time-in-college students
in classes. Data are provided for students entering in Fall terms 1996 and 1997
showing the number of students placed into each college preparatory or entry-level
course by COT score range, along with the percentage of students who passed
the courses. The score ranges were adjusted beginning in July 1, 1997 to reflect
new state standards for exemption from preparatory coursework. For most of the
courses reported, the percentage of students passing increased, indicating that
the adjusted score ranges may have been more effective in matching students'
skill levels with courses, although other factors may have also contributed.
Tables report results for four different classes: reading, English composition,
college preparatory mathematics, and college level mathematics. Contains 9 tables.
(NB)
Descriptors: Community Colleges; *Computer Assisted Testing; *Developmental
Studies Programs; Evaluation; *Mathematics Skills; *Reading Readiness; Remedial
Instruction; *Student Placement; Two Year Colleges; *Writing Skills
Identifiers: Miami Dade Community College FL; *Placement Tests
ED427073 TM029454
Title: First Grade or Not? Using Children's Artwork as a Tool in Determining
Reading Readiness.
Author(s) Hale, Judy Ann; Boozer, Sandra T.
Pages: 21
Publication Date: November 1998
Notes: Paper presented at the Annual Meeting of the Mid-South Educational Research
Association (New Orleans, LA, November 4-6, 1998).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Alabama
The use of young children's art work in the assessment of reading readiness
was studied through a qualitative research design. Subjects were 12 transitional-first-grade
students from an elementary school, each of whom was treated as a case study.
Artwork was collected from each child each month of the school year and reading
levels were recorded. By the end of the school year, three of the students were
still in the preschematic stage of art development (objects represented randomly
in space) with marked improvement being demonstrated in their emergent reading
levels. Two students were in transition to a schematic stage of art development
(connectedness of items in drawing) with growth in their reading levels. Six
students had progressed into the schematic stage of art development, and all
but one were in the fourth stage of emergent reading. The 12th student had progressed
into the schematic stage of art development and his reading had advanced to
the second emergent reading level. Findings suggest that children's artwork
may offer insights into children's literacy development. (Contains 11 tables
and 10 references.) (SLD)
Descriptors: Art Education; Case Studies; *Childrens Art; Educational Assessment;
Evaluation Methods; Grade 1; Kindergarten; *Kindergarten Children; Primary Education;
Qualitative Research; *Reading Readiness; Tables (Data); Transitional Programs
Identifiers: *Emergent Reading Levels
ED421237 PS026694
Title: Head Start's Impact on School Readiness in Ohio: A Case Study of Kindergarten
Students.
Author Affiliation: Ohio State Legislative Office of Education Oversight, Columbus.(BBB28080)
Pages: 89
Publication Date: June 1998
Notes: For a related study, see ED 408 038.
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: World Wide Web: http://www.loeo.state.oh.us/reports/PreEleSecPDF/head_start_impact.pdf
Document Type: Reports--Research (143)
Geographic Source: U.S.; Ohio
Government Level: State
This is the second of two studies of Ohio's Head Start programs conducted by
the Legislative Office of Education (LOEO) of Ohio. The first study described
the implementation of Head Start in Ohio. This study looked at the impact of
Head Start's education component by examining urban kindergarten students on
selected measures of school readiness. LOEO's primary evaluation method was
a case study of 1,230 kindergarten students who attended Dayton Public Schools
in the 1996-97 school year. Former Head Start students were compared with those
who had been in a Title I Preschool and those whose preschool experiences were
unknown. The students were compared on selected school readiness measures: literacy
readiness, social competency, and attendance rates. Results showed that: (1)
kindergarten students who had been in Head Start did no better on any of the
school readiness measures than students whose preschool experiences were unknown;
(2) the Head Start group had significantly lower scores than the Title I Preschool
group on four of seven scales measuring literacy readiness; and (3) the Head
Start group had significantly lower ratings of social competency than the Title
I group. Observation of 17 randomly selected Head Start classrooms and interviews
with teachers revealed that: (1) classrooms are well-organized and caring environments,
providing a variety of learning experiences; (2) areas of weakness include less
emphasis on critical thinking, problem solving, and language and writing skills;
(3) most kindergarten teachers hold low expectations about the need for specific
early reading and math skills; and (4) in general, there is little consensus
among or between Head Start and kindergarten teachers about the academic expectations
that should be held for early learning. LOEO concludes that Head Start has the
capacity to ensure that children are prepared to be successful in school, but
that it needs to place a higher priority on literacy readiness and capitalize
on opportunities already available in Head Start classrooms. (EV)
Descriptors: Attendance; Case Studies; Interpersonal Competence; Kindergarten;
*Kindergarten Children; *Outcomes of Education; Primary Education; Program Effectiveness;
Program Evaluation; Reading Readiness; *School Readiness
Identifiers: Ohio; *Project Head Start
ED420054 CS013232
Title: Improving Reading Readiness and Language Arts Skills through the Use
of Phonemic Awareness.
Author(s) Carr, Teri; Davis, Debra; Durr, Rita; Hagen, Teri
Pages: 120
Publication Date: May 1998
Notes: M.A. Research Project, Saint Xavier University.
Available from: EDRS Price MF01/PC05 Plus Postage.
Document Type: Dissertations/Theses--Masters Dissertations (042); Reports--Research
(143)
Geographic Source: U.S.; Illinois
An action research project described a program for improving reading readiness
and language arts skills through phonemic awareness. The targeted population
consisted of kindergarten students in a heterogeneous mix of upper middle class,
middle class, working class, and low income families located in central Illinois.
Data revealed that students entering first grade demonstrated a lack of transfer
of letter and sound recognition. Analysis of probable cause data revealed that
students reported a lack of skills related to the areas of reading readiness
and language arts. These included: decoding, word building, segmenting, and
categorizing, along with journal writing. Reviews of curricula content and instructional
strategies revealed an over-emphasis on whole language and a lack of phonemic
awareness. A review of solution strategies suggested by knowledgeable others,
combined with an analysis of the problem setting, resulted in the selection
of two major categories of intervention: implementation of phonemic awareness
strategies and the use of hand signals to teach letters and letter sounds. These
were used in conjunction with the already existing whole language program. Post
intervention data indicated an increase in reading readiness and language arts
skills. Students' phonemic awareness was enhanced through the researchers' implementation
of phonetic tasks. These tasks, with the support of hand signals, brought about
greater enthusiasm for the reading process. (Contains 31 references, and 8 tables
and 5 graphs of data. Appendixes contain numerous inventories and survey instruments,
hand signals, letters to parents, sample journals, and rhyming tasks.) (Author/RS)
Descriptors: Action Research; *Beginning Reading; Journal Writing; Kindergarten;
*Kindergarten Children; Language Arts; Primary Education; *Reading Improvement;
*Reading Readiness; *Reading Skills; Whole Language Approach
Identifiers: *Hand Gestures; Illinois (Central); *Phonemic Awareness
ED421233 PS026681
Title: The Effects of School Entry Age and Gender on Reading and Math Achievement
Scores of Second Grade Students.
Author(s) Narahara, May
Pages: 20
Publication Date: April 1998
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143)
Geographic Source: U.S.; California
Parents in affluent communities have been following the suggestion of research
and delaying kindergarten entry of their young age-eligible children in order
to increase the likelihood of the child's academic success. This study examined
the correlation between the chronological age of a child entering kindergarten
and his or her performance on reading and math achievement tests in second grade.
Gender differences in math and reading performance in second grade were also
examined. The subject pool of 24 students was divided into three groups: the
younger entrants were between the ages of 4 years 7 months to 4 years 11 months;
the medial entrants, ages 5 years to 5 years 4 months; and late entrants, ages
between 5 years 5 months to 5 years 7 months. Findings indicated a low or negligible
correlation between kindergarten age entry and academic achievement. The younger
group did not perform as well as the others in reading, but surpassed the others
in math. Girls surpassed boys in both areas. Based on the findings, recommendations
were made for informing school personnel about the variable abilities of children
in determining age of placement. (JPB)
Descriptors: Academic Achievement; Age Differences; Age Grade Placement; Educational Research; Kindergarten; *Kindergarten Children; *Mathematics Achievement; Mathematics Skills; Primary Education; *Reading Achievement; Reading Readiness; *School Entrance Age; School Readiness; *Sex Differences
ED418393 CS013168
Title: Which Phonological Skills, as Primary Skills, Can Be More Effectively
Trained and Lead to Decoding Skills in Low-Skilled Kindergartners?
Author(s) Qi, Sharon; O'Connor, Rollanda
Pages: 45
Publication Date: 1998
Available from: EDRS Price MF01/PC02 Plus Postage.
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Pennsylvania
A study examined which phonological skills, as primary skills, can more effectively
be developed and lead to decoding skills in low-skilled kindergartners: (1)
segmentation/blending, or (2) rhyming/first sound identification? Low-skilled
kindergartners (n=61), who scored less than 4 items correctly in 3 out of 5
measures, were randomly assigned to one of the strategy groups, receiving instruction
in small groups of 3-4, for 20-30 minutes each time, twice a week, over 10 weeks.
Results indicated that both groups were effective in improving target skills,
as well as reading and writing readiness skills. Findings suggest that there
was no significant difference between the groups and neither group demonstrated
successful transfer of trained skills to the untrained skills, or sufficient
generalization to reading or spelling novel words. The study supports other
research using both training strategies and reminds researchers of the challenge
in promoting generalization ability. (Includes 6 tables of data; contains 29
references.) (Author/CR)
Descriptors: Classroom Techniques; Comparative Analysis; *Decoding (Reading);
Instructional Improvement; *Kindergarten; *Kindergarten Children; Learning Strategies;
*Low Achievement; Primary Education; Reading Instruction; Reading Readiness;
Reading Research; *Skill Development; Transfer of Training; Writing Readiness
Identifiers: *Phonological Processing
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