Using Urban Fiction to Engage At-Risk and Incarcerated Youths in Literacy Instruction

2012 ◽  
Vol 55 (5) ◽  
pp. 385-394 ◽  
Author(s):  
Stephanie F. Guerra
Keyword(s):  
At Risk ◽  
Literacy Instruction ◽  
Urban Fiction

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 2043-2067
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

2020 ◽  
pp. 105345122094437
Author(s):  
Marney S. Pollack ◽  
Alexandra Shelton ◽  
Erin Clancy ◽  
Christopher J. Lemons
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Literacy Instruction ◽  
Main Idea ◽  
Students With Learning Disabilities ◽  
Sentence Level ◽  
The Subject ◽  
Identification Strategy ◽  
Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

Embedded-Explicit Emergent Literacy Intervention II

2004 ◽  
Vol 35 (3) ◽  
pp. 212-228 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Laura M. Justice
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Emergent Literacy ◽  
Literacy Instruction ◽  
Kindergarten Children ◽  
Literacy Intervention ◽  
Explicit Model ◽  
Intervention Model ◽  
Speech Language Pathologists ◽  
Early Childhood Classrooms

This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 160-182
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers’ skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

Spanish Literacy Instruction for At-Risk Kindergarten Students

2005 ◽  
Vol 26 (4) ◽  
pp. 236-244 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Diane Pedrotty Bryant ◽  
Shirley V. Dickson ◽  
Kamiar Kouzekanani
Keyword(s):  
At Risk ◽  
Literacy Instruction ◽  
Kindergarten Students ◽  
Spanish Literacy

scholarly journals Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

2008 ◽  
Vol 23 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Laura M. Justice ◽  
Andrew J. Mashburn ◽  
Bridget K. Hamre ◽  
Robert C. Pianta
Keyword(s):  
At Risk ◽  
Literacy Instruction ◽  
Language And Literacy ◽  
Preschool Classrooms ◽  
Language And Literacy Instruction
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