Detail Systematic and engaging early literacy: examining the effects of paraeducator implemented early literacy instruction   Oleh:  Bingham, Gary E. ; Hall-Kenyon, Kendra M. ; Culatta, Barbara Jenis: Article from Journal Dalam koleksi: Communication Disoders Quarterly vol. 32 no. 1 (Nov. 2010), page 38-49. Topik: early literacy; paraeducator; intervention Fulltext: Systematic and Engaging Early Literacy.pdf (422.47KB) Isi artikel 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. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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