Current Search:  emergent literacy (x)

View All Items

  • CSV Spreadsheet
(1 - 4 of 4)
AN INVESTIGATION OF THE EFFICACY OF THE TEXT TALK STRATEGY ON PRE-SCHOOL STUDENTS' VOCABULARY ACQUISITION
Title
AN INVESTIGATION OF THE EFFICACY OF THE TEXT TALK STRATEGY ON PRE-SCHOOL STUDENTS' VOCABULARY ACQUISITION.
Creator
Batchelder, Heather, Cross, Lee, University of Central Florida
Abstract / Description
ABSTRACT Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy...
Show moreABSTRACT Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy utilizing eight books and vocabulary scenario models during an interactive story time that included the direct instruction of vocabulary in the study. During the baseline and intervention phases data collection occurred during story time and during a word chart activity. Data were collected as to whether the participants used the new vocabulary when prompted and demonstrated the meaning of new vocabulary during activities embedded in the direct instruction of vocabulary within the context of story time. A pre and post assessment was utilized during baseline and following the intervention. The data suggest that all participants exhibited an increase in the use of new vocabulary and demonstration of meaning of new words during story time. The increase in scores from the pre assessment to the post assessment may indicate that immersion in activities with new vocabulary and opportunities to represent the new words phonologically may have led to the acquisition of new vocabulary by all student participants. The teachers perceived the implementation to be effective and manageable within the classroom setting.
Show less
Date Issued
2008
Identifier
CFE0002345, ucf:47780
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002345
Aliterate College Students: A Neglect of Reading or a New Type of Literacy?
Title
Aliterate College Students: A Neglect of Reading or a New Type of Literacy?.
Creator
Wells, Crystal, Marinara, Martha, Bowdon, Melody, Young, Beth, University of Central Florida
Abstract / Description
This study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(")...
Show moreThis study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(") reading habits; that is, they do not read approved print literature and texts regularly. This study also introduces the idea that perhaps students are supplementing traditional reading with engagement in new types of literacy, including digital literacy, which might still yield positive benefits that are commonly associated with reading in its traditional sense. Educators are called to adopt an expanded notion of literacy that would recognize the validity of new literacies in the lives of students. Viewing literacy in this way would promote literacy amongst students, providing them with valuable tools for their futures. Moreover, adopting an expanded definition of literacy would alter how aliteracy reports such as the ones discussed in this study would be assessed.
Show less
Date Issued
2012
Identifier
CFE0004310, ucf:49485
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004310
EMERGENT WRITING SKILLS IN PRESCHOOL CHILDREN WITH LANGUAGE IMPAIRMENT
Title
EMERGENT WRITING SKILLS IN PRESCHOOL CHILDREN WITH LANGUAGE IMPAIRMENT.
Creator
Pavelko, Stacey, Lieberman, R. Jane, University of Central Florida
Abstract / Description
Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing...
Show moreMuch research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell. The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.
Show less
Date Issued
2011
Identifier
CFE0004067, ucf:49138
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004067
AN EXPLORATORY INQUIRY AND CREATION OF EMERGENCY ROOM DISCHARGE EDUCATION MATERIALS
Title
AN EXPLORATORY INQUIRY AND CREATION OF EMERGENCY ROOM DISCHARGE EDUCATION MATERIALS.
Creator
Catalano, Ivory, Heglund, Stephen, University of Central Florida
Abstract / Description
Background Each Emergency Room (ER) across the USA provides every patient with paperwork upon discharge, which commonly includes information about the patient�s diagnosis. This information will briefly describe the condition, provide information on treatment outside the ER, and possibly more, depending on the document and source. These documents are not made by hospital staff, but are generally purchased from outside providers who mass market such documents as resources for hospitals to use...
Show moreBackground Each Emergency Room (ER) across the USA provides every patient with paperwork upon discharge, which commonly includes information about the patient�s diagnosis. This information will briefly describe the condition, provide information on treatment outside the ER, and possibly more, depending on the document and source. These documents are not made by hospital staff, but are generally purchased from outside providers who mass market such documents as resources for hospitals to use to educate patients. One issue with these documents lies in their mass usage, which is not necessarily designed to target the general population�s reading and educational levels. Purpose The purpose of this research was to investigate currently used discharge education materials and evaluate them for their readability and content. From this investigation, recommendations were made and adjustments to the documents were applied in order to increase understanding for the general population. Results The documents ranged in Flesch-Kincaid grade level rankings from 7.8 to 3.6, and with Flesch Reading Ease scores of 54.7 to 85.3. The entirety of the standard documents were ranked at a minimum of 7th grade equivalents, and are, at the hardest rank, ranked at a 54.7 by the Reading Ease score. In comparison, the �easy to read� documents were ranked all below 5th grade level, and at the hardest rank, ranked at a 69.0 with the Flesch Reading Ease calculation. At a minimum, all documents included condition information and home care guidelines. The major obvious difference between the documents considered �easy to read� and the standard documents are that those considered easy to read typically had sections found on the standard document removed, and have the same overall content as the standard version remaining, only in a simpler vocabulary. Conclusions In order to provide the best educational materials to the general public, it would be in the best interest of companies manufacturing these documents to produce only one version, which would be at a level around the 6th grade or below. A document slightly below the 6th grade level would be more ideal, as the simpler the document is, the more patients it will be accessible for overall, accounting for those who are below the national standards. It is not truly necessary to separate the documents into two forms, and it helps to prevent confusion or offense by doing so.
Show less
Date Issued
2016
Identifier
CFH2000016, ucf:45585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000016