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ERIC Number: EJ782014
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0256-8543
Increasing the Literacy Behaviors of Preschool Children through Environmental Modification and Teacher Mediation
Wayne, Angela; DiCarlo, Cynthia F.; Burts, Diane C.; Benedict, Joan
Journal of Research in Childhood Education, v22 n1 p5 Fall 2007
Emergent literacy research states that young children learn about reading and writing through experiences with oral and written language. The purpose of this study was to examine the frequency with which individual preschool children voluntarily engaged in literacy behaviors during free choice in the classroom. The sample consisted of nine preschool children from low-income families enrolled in three classrooms in an urban preschool program. The classroom environment was assessed using the Early Language and Literacy Classroom Observation (ELLCO; Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002), which provides information on how well the classroom environment supports early literacy development. Literacy behaviors were measured during center time, a period when children are allowed to choose their activities. Intervention consisted of 1) adding literacy props to centers based on the needs identified by the ELLCO and 2) a teacher mediation intervention. Results were consistent with previous studies in that the addition of literacy props, paired with teacher mediation, led to an increase in literacy behaviors among preschool children. (Contains 1 figure and 2 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A