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ERIC Number: ED438548
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 129
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Student Language and Literacy Skills through Vocabulary Development and Phonemic Awareness.
Bogott, Tricia; Letmanski, Jeanette; Miller, Bethany
This report describes a program for improving language and literacy development among young children. The targeted population consisted of public school children, ages three to five, enrolled in an early childhood special education program and an at-risk prekindergarten program. The problems of delayed language and literacy development skills were documented by parent and teacher surveys, parent reports that document literacy skills, and observations by trained professionals. Analysis of probable cause data revealed that many at-risk students display a deficit of language and literacy development related to vocabulary and phonemic awareness. The kindergarten staff has reported students are entering kindergarten unprepared in the area of reading readiness. Review of the research suggested that delays in the areas of language and literacy development if left unaddressed early in the child's life, would follow them throughout their school career and workplace. A review of solution strategies suggested by researchers in the field of education, combined with an analysis of the problem setting resulted in the development of a district wide program for improving language and literacy development. The program involved the implementation of a literature-based early childhood curriculum. Prior to the implementation of this curriculum, the children were given a phonemic awareness inventory. The curriculum was based on children's literature that was predictable, followed a familiar sequence, had repetitive patterns, and had concepts that were familiar to most early readers. Based on the chosen children's literature each child was given a pretest on the key vocabulary. After exposure the children were given a posttest to reassess their vocabulary. At the end of the school year, the children were reassessed to document any changes in their knowledge of phonemic awareness. Post intervention data indicated that the students made gains in the areas of vocabulary development and improved phonemic awareness. The children displayed increased motivation during classroom activities and a new appreciation for literature. The prekindergarten children demonstrated improved book handling skills, an awareness of rhyming words, increased participation in classroom libraries, utilization of classroom writing centers, and increased awareness of print. (Contains 43 references.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A