A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development

Autor/in	Sundman-Wheat, Ashley N.
Titel	A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development
Quelle	(2012), (235 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-2470-6
Schlagwörter	Hochschulschrift; Dissertation; Reading Instruction; Parent Role; Parents; Preschool Children; Phonological Awareness; Control Groups; Experimental Groups; Intervention; Skill Development; Reading Skills; Parent Attitudes; Vocabulary Development; Oral Language; Reading Comprehension; Alphabets; Knowledge Level; Prereading Experience; Federal Programs; Early Childhood Education; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Parental role; Elternrolle; Eltern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Elternverhalten; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Buchstabenschrift; Wissensbasis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher
Abstract	This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three Head Start centers. Thirteen families completed the intervention and thirteen families were enrolled in a control condition which provided information on shared reading strategies. Children in the intervention group performed at statistically significant higher levels on measures of letter naming, phonological awareness, vocabulary/oral language, and comprehension. Parents rated both the intervention and control conditions as highly acceptable. Most parents (n= 10) within the intervention group completed the vast majority of the lesson plans. Changes within the home revealed that parents in both groups engaged in the same types of early learning activities, but that parents in the intervention group reported engaging in these activities more frequently than the control group. This study contributes to the literature by creating a method of parental involvement in preschool targeting phonological awareness and letter naming abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10