NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS

2013 ◽  
Vol 50 (8) ◽  
pp. 755-769 ◽  
Author(s):  
John Mark Froiland ◽  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Seung-Hee Claire Son
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Well Being ◽  
Literacy Skills ◽  
Home Literacy ◽  
Early Literacy Skills

scholarly journals Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood

2020 ◽  
Vol 40 (1) ◽  
pp. 24-38
Author(s):  
Alisha K. Wackerle-Hollman ◽  
Lillian K. Durán ◽  
Alejandra Miranda
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Literacy Skills ◽  
Individual Growth ◽  
Literacy Skill ◽  
Typically Developing ◽  
Early Literacy Skills ◽  
Typically Developing Children ◽  
Alphabet Knowledge

For young Spanish–English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research about how SE-DLLs develop early literacy skills, and how their rates of performance can inform evidence-based intervention. This article examined to what degree SE-DLLs with disabilities or at risk for later reading difficulties on early literacy skills demonstrated growth on English and Spanish measures of early literacy when compared with their typically developing peers. Hierarchical linear modeling was used to analyze growth for 325 SE-DLLs on four Individual Growth and Development Indicators that assessed phonological awareness and alphabet knowledge in English and Spanish. Results indicated that at-risk and typically developing children showed significant slopes for all measures and that at-risk children grew faster than typically developing children on Spanish alphabet knowledge measures.

Comparative Effects of Computer-Based Reading Programs on the Early Literacy Skills of At-Risk Students

2021 ◽  
pp. 004723952110400
Author(s):  
Sekhar S. Pindiprolu ◽  
David E. Forbush
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
At Risk Students ◽  
Literacy Skills ◽  
Reading Programs ◽  
After School ◽  
Learning Needs ◽  
Early Literacy Skills ◽  
Significant Difference ◽  
Computer Based

Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre–post-test design. Furthermore, tutor and students’ perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed.

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