Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

Autor/inn/en	Huennekens, Mary Ellen; Xu, Yaoying
Titel	Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners
Quelle	In: Early Child Development and Care, 186 (2016) 2, S.324-340 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1031125
Schlagwörter	Reading Skills; Emergent Literacy; Reading Instruction; Phonological Awareness; Reading Strategies; Alphabets; Preschool Children; Bilingual Students; Spanish; English; Pretests Posttests; English Language Learners; Urban Schools; Childrens Literature; Reading Tests + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Frühleseunterricht; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; English language; Englisch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; 'Children''s literature'; Kinderliteratur; Lesetest
Abstract	This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to 15 DLL preschool children. The intervention was delivered in participating children's home language, Spanish (L1). Children's growth in emergent literacy skills in Spanish and in English was monitored during baseline and intervention conditions. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, practice, and policy-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01