Project Ready! An Early Language and Literacy Program to Close the Readiness Gap

Autor/inn/en	Murdoch, Amy; Warburg, Rosanne; Corbo, Elizabeth; Strickler, Wendy
Titel	Project Ready! An Early Language and Literacy Program to Close the Readiness Gap
Quelle	In: Reading & Writing Quarterly, 38 (2022) 4, S.340-358 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1954570
Schlagwörter	Early Childhood Education; Language Acquisition; Program Implementation; Literacy Education; School Readiness; Preschool Children; Poverty; Low Income Students; Reading Difficulties; Comparative Analysis; At Risk Students; Academic Achievement; Phonology; Language Processing; Alphabets; Oral Language; Religious Schools; Listening Comprehension; Faculty Development; Urban Schools; Preschool Teachers; Coaching (Performance); Teacher Attitudes; Measures (Individuals); Ohio + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Armut; Reading difficulty; Leseschwierigkeit; Schulleistung; Fonologie; Sprachverarbeitung; Buchstabenschrift; Oral interpretation; Mündlicher Sprachgebrauch; Hörverständnis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Messdaten
Abstract	A key to reducing reading difficulty, particularly for children living in poverty, is to provide high quality, explicit, and well-planned instruction from the start of a child's school career. Preschools that provide quality language, literacy, and content instruction have produced promising positive effects on children's later academic achievement. However, many preschool programs are not equipped to provide quality instruction due to lack of teacher preparation and/or curriculum materials. Even teachers with advanced degrees may struggle with instruction due to weak and/or non-existent instructional materials. This project piloted a low-cost, research-based language and literacy instructional program for preschool children living in poverty. Results of the implementation school were compared to two control groups (low-income and middle-income populations) and indicated meaningful skill development as evidenced by gap-closing rates of growth and decrease in percentage of children at risk for reading challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01