scholarly journals Play, The Library, and Every Child Ready to Read 2

2017 ◽  
Vol 15 (3) ◽  
pp. 37
Author(s):  
Judy T. Nelson
Keyword(s):  
Young Children ◽  
Phonological Awareness ◽  
Letter Knowledge ◽  
Print Awareness ◽  
Narrative Skills ◽  
Five Practices

Play is one of the five practices every parent uses to help their young children get ready to read. Through research and evaluation, Dr. Susan Neuman identified five simple but powerful practices and simplified the language used in Every Child Ready to Read (ECRR 1st edition) from the six skills (print awareness, letter knowledge, phonological awareness, vocabulary, narrative skills, and print motivation) to the practices (reading, writing, singing, talking, playing) used in ECRR 2nd edition.

In few words: linguistic gap but adequate narrative structure in preschool bilingual children

2017 ◽  
Vol 45 (1) ◽  
pp. 120-147 ◽  
Author(s):  
PAOLA BONIFACCI ◽  
MARGHERITA BARBIERI ◽  
MARTA TOMASSINI ◽  
MAJA ROCH
Keyword(s):  
Phonological Awareness ◽  
Structural Parameters ◽  
Structural Complexity ◽  
Narrative Structure ◽  
Bilingual Children ◽  
Letter Knowledge ◽  
Structural Level ◽  
Phonological Memory ◽  
Narrative Skills ◽  
Sequencing Task

AbstractThe aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded. Bilinguals underachieved, compared to monolinguals, in vocabulary, phonological awareness and morphosyntactic comprehension; they also differed in Type and Token indexes and in free morphology, but not in the level of macro-structural complexity. Macro-structural parameters were predicted by Mean Length of Utterances in monolinguals, but not in bilinguals. Bilingual children are able to structure stories in their L2 with monolingual-like cohesive complexity, although ‘in few words', that is, with weak L2 linguistic skills.

The role of letter knowledge and phonological awareness in young Braille readers

2002 ◽  
Vol 25 (3) ◽  
pp. 259-270 ◽  
Author(s):  
Fiona Barlow–Brown ◽  
Vincent Connelly
Keyword(s):  
Phonological Awareness ◽  
Letter Knowledge

Assessment of Preschool Narrative Skills

1994 ◽  
Vol 3 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Allyssa McCabe ◽  
Pamela Rosenthal Rollins
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Early Identification ◽  
Narrative Development ◽  
Typically Developing ◽  
Children At Risk ◽  
Narrative Skills ◽  
English Speaking ◽  
Narrative Skill ◽  
Discourse Skills

The assessment of discourse skills in young children is an important responsibility facing clinicians today. Early identification of problems in discourse skills and, more specifically, narrative abilities is especially important for identifying children at risk for later learning and literacy-related difficulties. Despite this, few tools are available for assessing narrative skills in preschoolers. In this article we provide information concerning preschool narrative development in typically developing, North American, Caucasian, English-speaking children. Methods are suggested for assessing narrative skill of children with language impairment and children developing language normally. Transcripts of narratives from these children are presented, along with specific recommendations for evaluating these narratives.

Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 308-324 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Speech Intelligibility ◽  
Longitudinal Design ◽  
Phoneme Awareness ◽  
Control Group ◽  
Letter Knowledge ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
Reading And Spelling

Purpose: This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. Method: Using a 3-year longitudinal design, the children’s development in phonological awareness was monitored and compared to that of a group of 19 children without speech impairment. During the monitoring period from 3 to 5 years of age, the children with speech impairment received, on average, 25.5 intervention sessions. At 6 years of age, the children’s performance on phonological awareness, reading, and spelling measures was also compared to that of the 19 children without impairment as well as to a matched control group of children with speech impairment who had not received any specific instruction in phonological awareness. Results: The results indicated that (a) phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age, (b) facilitating phoneme awareness development can be achieved concurrently with improvement in speech intelligibility, and (c) enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children with speech impairment. Clinical Implications: The data provide evidence to support the clinical practice of integrating activities to develop phoneme awareness and letter knowledge into therapy for 3- and 4-year-old children with moderate or severe speech impairment.

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