ERIC Number: EJ1115093
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Examining the Impacts of Systematic and Engaging Early Literacy (SEEL): Attention to Teacher Practices and Classroom Effects across the Kindergarten Year
Bingham, Gary E.; Culatta, Barbara; Hall-Kenyon, Kendra M.
Journal of Research in Childhood Education, v30 n4 p494-512 2016
This study examined teachers' implementation of an early literacy intervention, Systematic and Engaging Early Literacy (SEEL), on kindergarten children's development of early literacy skills. One hundred forty-nine kindergarten children (102 treatment) across six classrooms participated in this study. Results reveal that children who received SEEL instruction evidenced greater learning outcomes in relation to children in the comparison group on rhyme awareness, rhyme generation, letter knowledge, and letter-sound association but not on spelling, blending, or reading tasks. Results also reveal that children with limited phonological skills benefited most from the intervention, in that they made significantly greater gains in literacy skills than children with more proficient phonological skills. Results are examined with attention to teachers' fidelity of SEEL implementation. Findings are discussed in relation to the important role that intervention fidelity has on teachers' implementation of systematic and engaging instruction and its effect on children's letter knowledge and phonological awareness development.
Descriptors: Kindergarten, Emergent Literacy, Classroom Techniques, Educational Practices, Intervention, Skill Development, Control Groups, Experimental Groups, Curriculum Implementation, Reading Achievement, Quasiexperimental Design, Pretests Posttests, Teacher Effectiveness, Student Characteristics, Teaching Methods, Achievement Gains, Fidelity, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A