Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial

Autor/inn/en	Penuel, William R.; Bates, Lauren; Gallagher, Lawrence P.; Pasnik, Shelley; Llorente, Carlin; Townsend, Eve; Hupert, Naomi; Dominguez, Ximena; VanderBorght, Mieke
Titel	Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.07.002
Schlagwörter	Intervention; Low Income; Preschool Children; Educational Television; Preschool Teachers; Emergent Literacy; Literacy Education; Mass Media; Alphabets; Phoneme Grapheme Correspondence; Programming (Broadcast); Faculty Development; Outcomes of Education; California; New York + Suchen Sie Ihr Suchwort? Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsfernsehen; Schulfernsehen; Erzieher; Erzieherin; Kindergärtnerin; Frühleseunterricht; Massenmedien; Buchstabenschrift; Programmgestaltung; Lernleistung; Schulerfolg; Kalifornien
Abstract	This study investigates whether a curriculum supplement organized as a sequence of teacher-led literacy activities using digital content from public educational television programs can improve early literacy outcomes of low-income preschoolers. The study sample was 436 children in 80 preschool classrooms in California and New York. Preschool teachers were randomly assigned to implement either a 10-week media-rich early literacy intervention that employed clips from "Sesame Street", "Between the Lions", and "SuperWhy!" or to a comparison condition. The media-rich literacy supplement had positive impacts (+0.20 less than or equal to d less than or equal to +0.55) on children's ability to recognize letters, sounds of letters and initial sounds of words, and children's concepts of story and print. The study findings show the potential for incorporating literacy content from public media programming into curriculum supplements supported by professional development to impact early literacy outcomes of low-income children. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10