Using Education Assistants to Help Pave the Road to Literacy: Supporting Oral Language, Letter-Sound Knowledge and Phonemic Awareness in the Pre-Primary Year

Autor/inn/en	Moore, Wendy; Hammond, Lorraine
Titel	Using Education Assistants to Help Pave the Road to Literacy: Supporting Oral Language, Letter-Sound Knowledge and Phonemic Awareness in the Pre-Primary Year
Quelle	In: Australian Journal of Learning Difficulties, 16 (2011) 2, S.85-110 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404151003763029
Schlagwörter	Intervention; Oral Language; Phonological Awareness; Phonemic Awareness; Emergent Literacy; Phoneme Grapheme Correspondence; Language Skills; Teaching Assistants; Vocabulary Skills; Learning Activities; Achievement Gains; Case Studies; At Risk Students; Best Practices; Use Studies; Educational Strategies; Preschool Education + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Language skill; Sprachkompetenz; Aktiver Wortschatz; Lernaktivität; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Benutzerschulung; Lehrstrategie; Pre-school education; Vorschulerziehung
Abstract	Children with weak oral language skills are at risk of experiencing difficulty with early literacy acquisition. Intensive small group intervention during the pre-primary year has the potential to improve children's success in developing emergent literacy skills. Education assistants are a potentially powerful resource for supporting students at educational risk. In this study, education assistants at four schools were trained to provide a daily half-hour emergent literacy program to pre-primary students with low oral language skills. The program focused on developing phonological awareness, letter-sound knowledge and vocabulary using both explicit and in-context (embedded) learning activities. The students undertaking the program made significant gains on early language and literacy measures. Case studies are presented that illustrate the strengths and limitations of the intervention for children and schools. (Contains 1 note, 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10