Abstract/Details

Enhancing print knowledge, phonological awareness, and oral language skills with at -risk preschool children in Head Start classrooms


2007 2007

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Abstract (summary)

This study examined the impact of two language and literacy interventions on the emergent literacy and language skills of 27, four and five-year old children in three Head Start classrooms. Interventions took place three times per week for approximately fifteen minutes over an eight week period. One intervention, WordWork (Calfee, Norman, Trainin, & Wilson, 2001; Calfee & Patrick, 1995) provided explicit instruction in print knowledge and phonological awareness. The second intervention, Dialogic Reading (Whitehurst, Falco et al., 1988), involved interactive storybook reading designed to provide opportunities to enhance language and vocabulary development with young children. The control group received no intervention beyond the curriculum, Creative Curriculum® (Dodge, Colker, Heroman, & Bickart, 2002), offered in the classroom. After an eight-week intervention, children in the WordWork group performed significantly higher on measures of print knowledge and phonological awareness skills than children in both the Dialogic Reading group and the control group. The children in the WordWork group performed significantly higher than students in the control group in oral language ability. The substantial gains in performance made by the children in the WordWork group are attributed to the developmentally appropriate nature of the explicit instruction provided in the program combined with the social constructivist nature of the lessons. Implications for classroom practice are offered, as well as directions for future research.

Indexing (details)


Subject
Preschool education;
Curricula;
Teaching
Classification
0518: Preschool education
0727: Curricula
0727: Teaching
Identifier / keyword
Education, Head Start, Oral language, Phonological awareness, Preschool children, Print knowledge
Title
Enhancing print knowledge, phonological awareness, and oral language skills with at -risk preschool children in Head Start classrooms
Author
Murphy, Malinda M.
Number of pages
124
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 68/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549111283
Advisor
Trainin, Guy
Committee member
Erickson, Joan; Sanger, Dixie; Wilson, Kathleen
University/institution
The University of Nebraska - Lincoln
Department
Educational Studies
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3271904
ProQuest document ID
304840039
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304840039
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