An Activity-Based Language Intervention Program for Kindergarten Children: A Retrospective Evaluation

Autor/inn/en	Cohen-Mimran, Ravit; Reznik-Nevet, Liron; Korona-Gaon, Sharon
Titel	An Activity-Based Language Intervention Program for Kindergarten Children: A Retrospective Evaluation
Quelle	In: Early Childhood Education Journal, 44 (2016) 1, S.69-78 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0676-z
Schlagwörter	Kindergarten; Middle Class; Low Income Students; Socioeconomic Status; Reading Instruction; Small Group Instruction; Intervention; Instructional Effectiveness; Books; Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Language Tests; Language Skills; Achievement Gains; Educational Benefits; Outcomes of Education; Vocabulary Development; Developmentally Appropriate Practices; Program Evaluation + Suchen Sie Ihr Suchwort? Mittelschicht; Socio-economic status; Sozioökonomischer Status; Leseunterricht; Unterrichtserfolg; Book; Buch; Monographie; Monografie; Language test; Sprachtest; Language skill; Sprachkompetenz; Achievement gain; Leistungssteigerung; Bildungsertrag; Lernleistung; Schulerfolg; Wortschatzarbeit; Entwicklungsbezogene Bildung; Programme evaluation; Programmevaluation
Abstract	The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3-5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two intervention groups were identified: children from middle SES neighborhoods and children from low SES neighborhoods. A control group was matched to the first group and included children from middle SES neighborhoods. Children participating in the program were pre and post tested using three language tests in order to assess basic language skills. The main finding was that children in the intervention groups showed significantly greater gains from pre- to post-test relative to children in the comparison group. The program benefited children from different SES environments. The greatest progress was in the area of vocabulary. In sum, the combination of small group setting and age-appropriate interactive activities served to provide language promoting opportunities for these children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01