Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

Autor/inn/en	Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin
Titel	Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School
Quelle	In: Australian Journal of Learning Difficulties, 21 (2016) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2016.1189443
Schlagwörter	Foreign Countries; Early Intervention; Emergent Literacy; Literacy Education; Young Children; Experimental Groups; Control Groups; Comparative Analysis; Learning Activities; Language Skills; Program Effectiveness; Pretests Posttests; Phonological Awareness; Scores; Elementary School Students; Catholic Schools; Intelligence Tests; Verbal Ability; Vocabulary; Quasiexperimental Design; Statistical Significance; Statistical Analysis; Australia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Frühe Kindheit; Lernaktivität; Language skill; Sprachkompetenz; Katholische Schule; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Statistische Analyse; Australien
Abstract	This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in the program while children in the four comparison group schools continued with typical literacy activities in their classrooms. All children were assessed on measures of emergent literacy and language skills prior to and following intervention. It was found that 91% of students were in the bottom quartile for phonological awareness at pre-test. While neither the children nor their schools were randomly allocated to groups, the mean scores for the two groups were very similar at pre-test on all measures. Analyses showed that although the means for the two groups were not statistically different on any of the measures at post-test, significantly fewer students in experimental schools remained in the bottom quartile and more moved into the top quartile for phonological awareness skills, compared with students in the comparison schools. Fine grain analyses, taking into account additional qualitative data about the schools, helped to clarify these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01