NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902926
Record Type: Journal
Publication Date: 2010-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-1525-7401
Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction
Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara
Communication Disorders Quarterly, v32 n1 p38-49 Nov 2010
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.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A