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ERIC Number: EJ946894
Record Type: Journal
Publication Date: 2011
Pages: 26
Abstractor: As Provided
Reference Count: 82
ISSN: ISSN-1940-4158
Using Education Assistants to Help Pave the Road to Literacy: Supporting Oral Language, Letter-Sound Knowledge and Phonemic Awareness in the Pre-Primary Year
Moore, Wendy; Hammond, Lorraine
Australian Journal of Learning Difficulties, v16 n2 p85-110 2011
Children with weak oral language skills are at risk of experiencing difficulty with early literacy acquisition. Intensive small group intervention during the pre-primary year has the potential to improve children's success in developing emergent literacy skills. Education assistants are a potentially powerful resource for supporting students at educational risk. In this study, education assistants at four schools were trained to provide a daily half-hour emergent literacy program to pre-primary students with low oral language skills. The program focused on developing phonological awareness, letter-sound knowledge and vocabulary using both explicit and in-context (embedded) learning activities. The students undertaking the program made significant gains on early language and literacy measures. Case studies are presented that illustrate the strengths and limitations of the intervention for children and schools. (Contains 1 note, 2 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A