Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction

Autor/inn/en	Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara
Titel	Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction
Quelle	In: Communication Disorders Quarterly, 32 (2010) 1, S.38-49 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740109340796
Schlagwörter	Kindergarten; Emergent Literacy; Supplementary Education; Tutoring; At Risk Students; Teaching Methods; Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Longitudinal Studies; Paraprofessional Personnel; Reading Difficulties; Multivariate Analysis; Spelling; Phoneme Grapheme Correspondence + Suchen Sie Ihr Suchwort? Frühleseunterricht; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Laienhelfer; Reading difficulty; Leseschwierigkeit; Multivariate Analyse; Schreibweise
Abstract	This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children's literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who received engaging and explicit supplemental instruction from a paraeducator performed significantly better on rhyming, alliteration, letter knowledge, letter-sound association, spelling, and blending tasks than children who received one-on-one instruction through a tutoring program. Findings highlight the important role that paraeducators can play in implementing explicit and engaging literacy curriculum that positively affects children's development of early literacy skills. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10