"Read My Story!" Using the Early Authors Program to Promote Early Literacy among Diverse, Urban Preschool Children in Poverty

Autor/inn/en	Bernhard, Judith K.; Winsler, Adam; Bleiker, Charles; Ginieniewicz, Jorge; Madigan, Amy L.
Titel	"Read My Story!" Using the Early Authors Program to Promote Early Literacy among Diverse, Urban Preschool Children in Poverty
Quelle	In: Journal of Education for Students Placed at Risk, 13 (2008) 1, S.76-105 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Experimental Groups; Control Groups; Intervention; Poverty; Child Language; Pretests Posttests; Preschool Children; Emergent Literacy; Second Language Learning; English (Second Language); Cultural Differences; Authors; Literacy Education; Low Income; Teacher Attitudes; Language Skills; Student Developed Materials; Writing (Composition) + Suchen Sie Ihr Suchwort? Armut; 'Children''s language'; Kindersprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Author; Autor; Autorin; Niedriglohn; Lehrerverhalten; Language skill; Sprachkompetenz; Schreibübung
Abstract	This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own self-authored, storybook texts, supported by the sensitive guidance of adults. Children (n = 280) in 32 experimental group centers and children (n = 87) in 9 similar control group centers were individually assessed at pretest and posttest on measures of language and cognition. Teachers completed pretest and posttest surveys and interviews, and interventionists were also interviewed. 3- to 5-year-old children receiving the intervention, as predicted, made significantly greater gains than the control group specifically on the child language measures but not on other measures. The quality of the classroom literacy environment and teachers' literacy-promoting practices improved considerably in centers receiving the intervention. Teachers reported high satisfaction and sustainability for the program. (Contains 5 tables and 2 figures.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11