scholarly journals Summer Literacy for Young Vulnerable Learners: A Study of Caregiver Involvement and Program Stability

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
Ashley Graham ◽  
John McNamara ◽  
Jackie VanLankveld
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Emergent Literacy ◽  
Exploratory Study ◽  
Family Literacy ◽  
Literacy Programs ◽  
Summer Program ◽  
Vulnerable Children ◽  
Program Delivery ◽  
Language Disabilities

Emergent literacy programs for young children are significantly more effective when caregivers are integral components of program delivery. This is particular-ly important when designing programs for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower so-cioeconomic environments, or learning in a language other than their native language. Including caregivers in program delivery will impact not only the effec-tiveness of the program but also its stability. This exploratory study investigated the efficacy and stability of a summer family literacy program on the reading achievement of 14 four-year-old children completing their pre-kindergarten year. Children were assessed prior to, immediately proceeding, and 6 months following the summer program. The results of the study indicated that children demonstrat-ed significant gains in all aspects of emergent literacy and furthermore, sustained these gains 6 months after the program.

scholarly journals Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

2021 ◽  
pp. 003465432199807
Author(s):  
Suzanne Fikrat-Wevers ◽  
Roel van Steensel ◽  
Lidia Arends
Keyword(s):  
Emergent Literacy ◽  
Family Literacy ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
Average Effect ◽  
Emergent Literacy Skills ◽  
Cohen’S D ◽  
Family Literacy Programs

The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-)experimental studies covering 42 different programs revealed a medium average effect of Cohen’s d = 0.50 on immediate posttests and a marginal average effect of Cohen’s d = 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.

Self-regulation as promotive for academic achievement in young children across risk contexts

2021 ◽  
Vol 58 ◽  
pp. 101050
Author(s):  
Rebecca Distefano ◽  
Amanda Grenell ◽  
Alyssa R. Palmer ◽  
Kerry Houlihan ◽  
Ann S. Masten ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Self Regulation

Associating emotions with Wagner’s music: A developmental perspective

2016 ◽  
Vol 45 (5) ◽  
pp. 752-760 ◽  
Author(s):  
Paulo E. Andrade ◽  
Patrícia Vanzella ◽  
Olga V. C. A. Andrade ◽  
E. Glenn Schellenberg
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
University Students ◽  
Cognitive Ability ◽  
Dimensional Space ◽  
Two Dimensional ◽  
General Cognitive Ability ◽  
Music Training ◽  
Age Related ◽  
Musical Excerpts

Brazilian listeners ( N = 303) were asked to identify emotions conveyed in 1-min instrumental excerpts from Wagner’s operas. Participants included musically untrained 7- to 10-year-olds and university students in music (musicians) or science (nonmusicians). After hearing each of eight different excerpts, listeners made a forced-choice judgment about which of eight emotions best matched the excerpt. The excerpts and emotions were chosen so that two were in each of four quadrants in two-dimensional space as defined by arousal and valence. Listeners of all ages performed at above-chance levels, which means that complex, unfamiliar musical materials from a different century and culture are nevertheless meaningful for young children. In fact, children performed similarly to adult nonmusicians. There was age-related improvement among children, however, and adult musicians performed best of all. As in previous research that used simpler musical excerpts, effects due to age and music training were due primarily to improvements in selecting the appropriate valence. That is, even 10-year-olds with no music training were as likely as adult musicians to match a high- or low-arousal excerpt with a high- or low-arousal emotion, respectively. Performance was independent of general cognitive ability as measured by academic achievement but correlated positively with basic pitch-perception skills.

Do Patients with Alzheimer's Disease Draw like Young Children? An Exploratory Study

2014 ◽  
Vol 43 (4) ◽  
pp. 1285-1292
Author(s):  
Fotini Bonoti ◽  
Evanthia Tzouvaleka ◽  
Konstantinos Bonotis ◽  
Filippos Vlachos
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Young Children ◽  
Exploratory Study
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