Print-Focused Read-Alouds in Early Childhood Special Education Programs

Autor/inn/en	Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.; Dynia, Jaclyn M.
Titel	Print-Focused Read-Alouds in Early Childhood Special Education Programs
Quelle	In: Exceptional Children, 81 (2015) 3, S.292-311 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563693
Schlagwörter	Oral Reading; Early Childhood Education; Special Education; Special Education Teachers; Written Language; Language Impairments; Comparative Analysis; Preschool Children; Story Reading; Reading Aloud to Others; Childrens Literature; Teaching Methods; Reading Skills; Emergent Literacy; Printed Materials; Graphemes; Student Characteristics; Parent Background; Parents; Video Technology; Pretests Posttests; Phonological Awareness; Predictor Variables; Caregivers; Clinical Evaluation of Language Fundamentals; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Geschriebene Sprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Frühleseunterricht; Elternhaus; Eltern; Prädiktor; Caregiver; Carer; Betreuungsperson; Pfleger
Abstract	The purpose of this study was to examine the impacts of print-focused read-alouds, implemented by early childhood special education (ECSE) teachers alone or in conjunction with caregivers, on the print knowledge of children with language impairment (LI). Using random assignment to conditions, children with LI were exposed, over an academic year of preschool, to one of three conditions specifying the way in which teachers and caregivers were to read storybooks with them. Based on a print-knowledge composite, children whose teachers used print-focused read-alouds had significantly better print knowledge (d?= 0.21) in spring of the year compared to children whose teachers used their typical reading practices. When teachers and caregivers implemented print-focused read-alouds simultaneously, children's Spring print knowledge was modestly higher (d?= 0.11) than that of children whose teachers and parents used their typical reading practices, but the effect was not statistically significant. Examination of intervention moderators showed that children with lower levels of nonverbal cognition benefited substantially from exposure to the intervention. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01