Bibliography of Citations from the ERIC Database
ERIC database search through September 2002
How to Obtain ERIC documents and journal articles
ED442140 CS217193
Title: Fostering and Eliciting Emergent Literacy Skills in Potentially English
Proficient Students.
Author(s) Beers, Elizabeth A.
Pages: 68
Publication Date: May 2000
Notes: M.A. Research Project, Saint Xavier University and SkyLight Professional
Development.
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Masters Dissertations (042); Reports--Research
(143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEDEC2000
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
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.
Language: English
Document Type: Reports--Evaluative (142)
Geographic Source: U.S.; Pennsylvania
Journal Announcement: RIESEP1998
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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