A Better Start to Literacy Learning: Findings from a Teacher-Implemented Intervention in Children's First Year at School

Autor/inn/en	Gillon, Gail; McNeill, Brigid; Scott, Amy; Denston, Amanda; Wilson, Leanne; Carson, Karyn; Macfarlane, Angus Hikairo
Titel	A Better Start to Literacy Learning: Findings from a Teacher-Implemented Intervention in Children's First Year at School
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 8, S.1989-2012 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gillon, Gail) ORCID (McNeill, Brigid) ORCID (Scott, Amy) ORCID (Denston, Amanda) ORCID (Wilson, Leanne) ORCID (Carson, Karyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9933-7
Schlagwörter	Foreign Countries; Intervention; Phonological Awareness; Young Children; Oral Language; Language Skills; Low Income Students; Natural Disasters; Program Effectiveness; Vocabulary Development; Decoding (Reading); Gender Differences; Literacy Education; Pacific Islanders; Indigenous Populations; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Natural disaster; Naturkatastrophe; Wortschatzarbeit; Dekodierung; Geschlechterkonflikt; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Neuseeland
Abstract	This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the devastating earthquakes in Christchurch, New Zealand in 2011. The teachers implemented the intervention at the class or large group level for 20 h (four 30-min sessions per week for 10 weeks). A stepped wedge research design was used to evaluate intervention effects. Children with lower oral language ability made significantly more progress in both their phonological awareness and targeted vocabulary knowledge when the teachers implemented the intervention compared to progress made when teachers implemented their usual literacy curriculum. Importantly, the intervention accelerated children's ability to use improved phonological awareness skills when decoding novel words (treatment effect size d = 0.88). Boys responded to the intervention as well as girls and the skills of children who identified as Maori or Pacific Islands (45.5% of the cohort) improved in similar ways to children who identified as New Zealand European. The findings have important implications for designing successful teacher-implemented interventions, within a multi-tier approach, to support children who enter school with known challenges for their literacy learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01