Facilitating Emergent Literacy: Efficacy of a Model that Partners Speech-Language Pathologists and Educators

Autor/inn/en	Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice
Titel	Facilitating Emergent Literacy: Efficacy of a Model that Partners Speech-Language Pathologists and Educators
Quelle	In: American Journal of Speech-Language Pathology, 21 (2012) 1, S.47-63 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2011/11-0002)
Schlagwörter	Foreign Countries; Oral Language; Speech Language Pathology; Emergent Literacy; Urban Schools; Child Care Centers; Video Technology; Preschool Teachers; Preschool Children; Coaching (Performance); Inservice Teacher Education; Intervention; Story Reading; Skill Development; Teacher Workshops; Transcripts (Written Records); Coding; Fidelity; Outcome Measures; Comparative Analysis; Writing Exercises; Beginning Writing; Pupil Personnel Services; Pupil Personnel Workers; Regular and Special Education Relationship; Pretests Posttests; Experimental Groups; Control Groups; Canada + Suchen Sie Ihr Suchwort? Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerfortbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Codierung; Programmierung; Schreibübung; Erstschreibunterricht; Kanada
Abstract	Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally occurring classroom interactions. Method: Twenty educators were randomly assigned to experimental and control groups. Educators each recruited 3 to 4 children from their classrooms to participate. The experimental group participated in 18 hr of group training and 3 individual coaching sessions with a speech-language pathologist. The effects of intervention were examined in 30 min of videotaped interaction, including storybook reading and a post-story writing activity. Results: At posttest, educators in the experimental group used a higher rate of utterances that included print/sound references and decontextualized language than the control group. Similarly, the children in the experimental group used a significantly higher rate of utterances that included print/sound references and decontextualized language compared to the control group. Conclusion: These findings suggest that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings. Future research is needed to determine the impact of this program on the children's long-term development of conventional literacy skills. (Contains 4 tables.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10