Coming of age: Evidence-based early literacy teaching.

Cardiac magnetic resonance imaging has emerged as a robust noninvasive technique for the investigation of cardiovascular disorders. The coming-of-age of cardiac magnetic resonance—and especially its widening span of applications—has generated both excitement and uncertainty in regard to its potential clinical use and its role vis-à-vis conventional imaging techniques. The purpose of this evidence-based review is to discuss some of these issues by highlighting the current (Part 1, previously published) and emerging (Part 2) applications of cardiac magnetic resonance. Familiarity with the versatile uses of cardiac magnetic resonance will facilitate its wider clinical acceptance for improving the management of patients with cardiovascular disorders.

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Investigating teachers' beliefs about and self-reported practices in early literacy teaching

10.17077/etd.3t7et3n1 ◽

2015 ◽

Author(s):

Tiffany Armstead Armstead-Flowers

Keyword(s):

Early Literacy ◽

Literacy Teaching ◽

Teachers Beliefs

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Early literacy teaching: The ‘third way’

Education 3-13 ◽

10.1080/03004270185200171 ◽

2001 ◽

Vol 29 (2) ◽

pp. 19-24 ◽

Cited By ~ 4

Author(s):

Tricia David ◽

Kathy Goouch

Keyword(s):

Early Literacy ◽

Third Way ◽

The Third ◽

Literacy Teaching

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Goodrich et al. Embedded Executive Function Strategy Instruction

10.31234/osf.io/xkymz ◽

2021 ◽

Author(s):

John Marc Goodrich ◽

Peng Peng ◽

Janet Bohaty ◽

Lauren Thayer ◽

Sergio Leiva

Keyword(s):

Executive Function ◽

Early Literacy ◽

Literacy Instruction ◽

Strategy Instruction ◽

Academic Skills ◽

Control Group ◽

Evidence Based ◽

Treatment Groups ◽

Function Strategy ◽

Early Literacy Instruction

Prior research indicates that training aspects of executive function (EF; e.g., working memory) does not generalize beyond tasks that are closely aligned with the training (e.g., Melby-Lervåg & Hulme, 2013). However, such evaluations of training EF to improve performance in related areas of cognitive development (e.g., academic skills) have not utilized EF training paradigms in the context of evidence-based academic skills instruction. Therefore, the purpose of this pilot study was to evaluate the potential for embedding EF training within evidence-based early literacy instruction for young, at-risk dual language learners (DLLs). Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF training (EL+EF group). The EL+EF group significantly outperformed the BAU control group for two outcomes (vocabulary and syntax skills), and significantly outperformed the EL group on one outcome (syntax). Interaction effects suggested that early literacy instruction, regardless of embedded EF supports, was most effective for children with low pretest EF. In contrast, the added benefits of embedded EF training beyond the effects of early literacy instruction alone were largest for children with high pretest EF. Implications for academic-cognitive hybrid interventions are discussed.

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MEMADUKAN INOVASI DAN KEARIFAN LOKAL DALAM PENGAJARAN LITERASI PADA ANAK USIA DINI: PENDAMPINGAN GERAKAN LITERASI

Journal of Empowerment ◽

10.35194/je.v2i1.1229 ◽

2021 ◽

Vol 2 (1) ◽

pp. 125

Author(s):

Nia Kurniawati ◽

Aprilla Adawiyah ◽

Mia Fatimatul Munsi

Keyword(s):

Early Childhood ◽

Cognitive Development ◽

Early Literacy ◽

Literacy Learning ◽

Teaching Techniques ◽

Delivery Methods ◽

Learning Materials ◽

Literacy Teaching

ABSTRAK Literasi dini dipandang sebagai fondasi yang sangat penting dalam perkembangan kognitif manusia, dalam pengajaran literasi Pada Anak Usia Dini (PAUD), perlu diperhatikan bahan, media, dan cara penyampaian agar anak usia dini mudah untuk memahami dan menanamkan nilai-nilai kehidupan yang terdapat dalam pembelajaran, yang dituntut untuk dapat berinovasi dan kreatif dalam menyampaikan bahan pembelajaran literasi, dalam tumbuh kembang dan karakter anak usia dini. Kegiatan ini bertujuan untuk memberikan pendampingan pada guru-guru PAUD di desa Sukawangi, Warungkondang. Adapun metode kegiatan ini dilaksanakan pelatihan tentang teknik pengajaran literasi dini untuk anak-anak PAUD. Teknik yang digunakan pada para guru adalah mendongeng dengan menggunakan media boneka jari dan buku besar. Pengabdian ini bertujuan membuat guru menjadi kreatif dan anak usia dini lebih aktif terlibat pembelajaran serta mengenal kearifan lokal Cianjur. ABSTRACTEarly literacy is seen as a very important foundation in human cognitive development, in teaching literacy in PAUD, it is necessary to pay attention to materials, media, and delivery methods so that early childhood is easy to understand and instill the values of life contained in learning, which is required to be able to innovate and be creative in delivering literacy learning materials, in the development and character of early childhood. This activity aims to provide assistance to PAUD teachers in Sukawangi village, Warungkondang. The method of this activity is training on early literacy teaching techniques for PAUD children. The technique used by the teachers is storytelling using finger puppets and large books. This service aims to make teachers creative and early childhood more actively involved in learning and get to know Cianjur local wisdom.

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Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

Klinička psihologija ◽

10.21465/2018-kp-1-2-0002 ◽

2018 ◽

Vol 10 (1-2) ◽

pp. 21-38

Author(s):

Ana Matić ◽

◽

Jelena Kuvač Kraljević ◽

Lana Kologranić Belić ◽

Marina Olujić Tomazin ◽

...

Keyword(s):

Experimental Study ◽

Early Literacy ◽

Social Life ◽

Language Disorder ◽

Communication Disorders ◽

Evidence Based ◽

Parental Perception ◽

Developmental Language Disorder ◽

Language Therapy ◽

Positive Effects

Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy

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A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-21-00073 ◽

2021 ◽

pp. 1-26

Author(s):

Kathryn Crowe ◽

Sisan Cuervo ◽

Mark Guiberson ◽

Karla N. Washington

Keyword(s):

At Risk ◽

Early Literacy ◽

Evidence Based Practice ◽

Language Disorder ◽

Preschool Age ◽

Sufficient Evidence ◽

Evidence Based ◽

Literacy Interventions ◽

Positive Effects ◽

Language Difficulties

Purpose There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes. Method This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892). The following electronic databases were searched: EBSCO (CINAHL Plus, ERIC, PsycINFO, Medline, Education) and Linguistics, Language, and Behavior Abstracts. Data were extracted describing article, participant, methodological, and intervention variables, and effect sizes. The Council for Exceptional Children's (CEC) standards for evidence-based practice were used to examine the quality of studies. Results Fifty-six relevant studies were identified in 52 articles and these studies described 4,551 participants who had speech sound disorder (six articles), developmental language disorder (11 articles), or were considered to be at risk (36 articles). The interventions targeted speech production (seven studies), language (45 studies), and early literacy (11 studies) skills. Most studies reported positive effects. Only 15 studies met all quality indicators specified by the CEC (2014) and these described 18 interventions targeting language and literacy skills. The only intervention with sufficient evidence to be considered an evidence-based practice was Nuestros Niños [Our Children] for children's early literacy and phonological awareness skills. Conclusions A number of high-quality studies exist that describe speech, language and/or literacy interventions for preschool-age multilingual children with a speech and/or language disorder, or who have been identified as being at risk of language difficulties. However, there remains limited evidence for specific interventions as to their ability to inform evidence-based practices. Supplemental Material https://doi.org/10.23641/asha.16632649

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