PAVEd for Success: An Evaluation of a Comprehensive Preliteracy Program for Four-Year-Old Children

Autor/inn/en	Schwanenflugel, Paula J.; Hamilton, Claire E.; Neuharth-Pritchett, Stacey; Restrepo, M. Adelaida; Bradley, Barbara A.; Webb, Mi-Young
Titel	PAVEd for Success: An Evaluation of a Comprehensive Preliteracy Program for Four-Year-Old Children
Quelle	In: Journal of Literacy Research, 42 (2010) 3, S.227-275 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Reading Difficulties; Preschool Education; Phonological Awareness; Decoding (Reading); Emergent Literacy; Vocabulary Development; Literacy Education; Program Effectiveness; Faculty Development; Alphabets; At Risk Students; Story Reading; Oral Language; Teacher Student Relationship; Educational Environment; Preschool Children; Preschool Teachers; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Pre-school education; Vorschulerziehung; Dekodierung; Frühleseunterricht; Wortschatzarbeit; Buchstabenschrift; Oral interpretation; Mündlicher Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The purpose of the study was to evaluate the effectiveness of "PAVEd for Success," comprehensive preliteracy program guidelines to support the development of foundational preliteracy skills in 4 year olds. Prekindergarten teachers received professional development on variables of the program that included a summer institute, after-school workshops, and classroom support from preliteracy specialists. Children were assessed at prekindergarten entry, following the implementation period and at the end of the school year. Vocabulary knowledge, phonological awareness, and alphabet knowledge were assessed during the prekindergarten year, and early literacy indicators and early decoding skills were assessed at the end of the kindergarten year. While all experimental variables showed some benefits to the development of children's preliteracy skills, only the full program benefited children who entered the prekindergarten program at risk for reading difficulties. The program participants benefited in early literacy and decoding skills when compared to controls. Implementation by teachers with support and sustainability of program features without support was also evaluated. Teachers were most likely to implement and sustain program features which shared consistency with some prior literacy focus and when they were able to integrate program features across the curriculum. This research suggests that long-term change in the literacy skills of young children will involve complex and multifaceted approaches to preliteracy development. (Contains 8 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10