Measuring Early Literacy Skills: A Latent Variable Investigation of the Phonological Awareness Literacy Screening for Preschool

2009 ◽  
Vol 28 (2) ◽  
pp. 115-128 ◽  
Author(s):  
Monika Townsend ◽  
Timothy R. Konold
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Latent Variable ◽  
Literacy Skills ◽  
Early Literacy Skills

Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children

2020 ◽  
pp. 1-15
Author(s):  
Renata Eccles ◽  
Jeannie van der Linde ◽  
Mia le Roux ◽  
Jenny Holloway ◽  
Douglas MacCutcheon ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Literacy Skills ◽  
Music Instruction ◽  
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.

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children

2022 ◽  
Vol 59 ◽  
pp. 265-286
Author(s):  
Laura Traverso ◽  
Paola Viterbori ◽  
Elena Gandolfi ◽  
Mirella Zanobini ◽  
Maria Carmen Usai
Keyword(s):  
Early Literacy ◽  
Inhibitory Control ◽  
Literacy Skills ◽  
Early Literacy Skills
Sign in / Sign up

Export Citation Format

Share Document