A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills

Autor/inn/en	Botts, Dawn C.; Losardo, Angela S.; Tillery, Christina Y.; Werts, Margaret G.
Titel	A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills
Quelle	In: Journal of Special Education, 48 (2014) 2, S.120-134 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912449652
Schlagwörter	Intervention; Direct Instruction; Experiential Learning; Comparative Analysis; Emergent Literacy; Phonological Awareness; Literacy Education; Preschool Children; Males; Developmental Delays; Language Impairments; Instructional Effectiveness; Generalization; Skill Development; Replication (Evaluation); Kaufman Assessment Battery for Children; Battelle Developmental Inventory; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Experiental learning; Erfahrungsorientiertes Lernen; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with language delay were treated with a modified alternating-treatments design. Embedded direct instruction was more effective and efficient in the acquisition of phonological awareness skills for preschool children with language delays. Embedded direct instruction was also more effective in the generalization of emergent literacy skills to probe generalization sessions, as well as in the percentage of maintained skills. Preschool children who are at risk of acquiring foundational skills necessary for the development of conventional literacy would benefit from an explicit, systematic instructional approach. Embedded direct instruction provided the structure necessary to promote effective and efficient acquisition of skills, as well as generalization and maintenance of learning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10