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Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction
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Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara – Communication Disorders Quarterly, 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…
Descriptors: Kindergarten, Emergent Literacy, Supplementary Education, Tutoring
Classroom Modeling of Supplemental Literacy Instruction: Influencing the Beliefs and Practices of Classroom Teachers
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Korth, Byran B.; Sharp, Ann C.; Culatta, Barbara – Communication Disorders Quarterly, 2010
This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the…
Descriptors: Intervention, Interviews, Emergent Literacy, Professional Development