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Descriptors:
Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Discourse; Critical Literacy; Ethnography; Play; Nonfiction; Young Children; History; History Instruction; Reader Text Relationship; Imagination; Creativity; Emergent Literacy; Literacy; Writing Instruction

Abstract:
This article examines the relationship between literacy and play in six- and seven-year-olds' engagement with non-fiction writing. I draw from a year-long ethnographic study (Erickson, 1986) of a US classroom's "writing time", intentionally structured on children's own interests and enquiries. Rather than strict adherence to monolithic models described in the school region's mandated curriculum and assessments, the children treated genres as porous and used writing as a tool for multi-modal play. In authoring and interacting with non-fiction texts, they blended "real" and "imaginary" worlds as they communed with historical figures on their own terms. Children used play to enquire into and manipulate the parameters of non-fiction, authoring their relationships with knowledge in the process. Through their exchanges with one another, children became familiar with non-fiction topics. At the same time, their play positioned conventional academic discourses as being open to transformation. This article makes an argument for a more synergistic conception of "serious" and "playful" authoring practices, and for the role of play as a component of critical literacy. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Personnel; Reading Fluency; Emergent Literacy; Psychometrics; Equated Scores; Grade 2; Oral Reading; Elementary School Students; Factor Analysis; Measurement; Scores; Comparative Analysis; Error of Measurement; True Scores; Test Construction; Curriculum Based Assessment; Literacy; Validity; Reading Instruction; Reading Programs

Abstract:
Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence, the authors fit linear and nonlinear confirmatory factor analytic measurement models to Dynamic Indicators of Basic Early Literacy Skills (DIBELS) second-grade ORF passages routinely used for spring testing. They found evidence of nonlinear relations among passage scores that indicated equipercentile equating would be the best choice of equating method compared with mean or linear equating. The standard error of equating (SEE) with a sample of 600 participants was acceptable and less then two correct words per minute for equated scores from 0 to 150, which covers 95% and the useful range of scores. Consistent with the small SEE, the equating table also successfully removed all form differences in an independent sample of second graders. Given the widespread adoption of DIBELS in thousands of schools serving millions of students, equating all passages within a grade would substantially improve the quality of the tool and dramatically lower the assessment burden on school personnel. (Contains 5 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Fluency; Emergent Literacy; Equated Scores; Oral Reading; Reading; Academic Achievement; Measurement; Formative Evaluation; Scores; Literacy; Comparative Analysis; Sample Size

Abstract:
The purpose of this article is to describe passage effects on "Dynamic Indicators of Basic Early Literacy Skills--Next Edition Oral Reading Fluency" ("DIBELS Next ORF") progress-monitoring measures for Grades 1 through 6. Approximately 572 students per grade (total "N" with at least one data point = 3,092) read all three "DIBELS Next" winter benchmark passages in the prescribed order, and within 2 weeks read four additional progress-monitoring passages in a randomly assigned and counterbalanced order. All 20 progress-monitoring passages were read by students in Grades 1 through 4; 16 passages were read in Grade 5 and 12 passages were read in Grade 6. Results focus on the persistence of form effects in spite of a priori criteria used in passage development. The authors describe the utility of three types of equating methods (i.e., mean, linear, and equipercentile equating) in ameliorating these effects. Their conclusions focus on preferred equating methods with small samples, the impact of form effects on progress-monitoring decision making, and recommendations for future use of ORF passages for progress monitoring. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emergent Literacy; Preschool Education; Curriculum Enrichment; Preschool Children; School Readiness; Oral Language; Phonology; Mathematics; Instructional Effectiveness; Educational Research

Abstract:
"Ladders to Literacy" is a supplemental early literacy curriculum composed of 60 activities designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills. The "Ladders to Literacy" activities can be implemented in a variety of early childhood settings and adapted for children with special needs. Although a "Ladders to Literacy" curriculum is also available for kindergarten students, this intervention report focuses on the preschool "Ladders to Literacy" supplemental early literacy curriculum. The What Works Clearinghouse (WWC) identified two studies of "Ladders to Literacy" that both fall within the scope of the Early Childhood Education topic area and meet WWC evidence standards. One study meets WWC evidence standards without reservations and one study meets WWC evidence standards with reservations, and together, they included 139 children in 26 preschool classrooms in southern New Hampshire. The WWC considers the extent of evidence for "Ladders to Literacy" on the school readiness of preschool children to be small for four outcome domains--oral language, print knowledge, phonological processing, and math. There were no studies that meet standards in early reading and writing, and cognition, so WWC does not report on the effectiveness of "Ladders to Literacy" for those domains in this intervention report. Appended are: (1) Research details for Russell, 2005; (2) Research details for PCER Consortium, 2008; (3) Outcome measures for each domain; (4) Findings included in the rating for the oral language domain; (5) Findings included in the rating for the print knowledge domain; (6) Findings included in the rating for the phonological processing domain; and (7) Findings included in the rating for the math domain. A glossary of terms is included. (Contains 8 tables and 8 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Linguistics; Foreign Countries; Speech; Second Language Learning; Decoding (Reading); Multilingualism; Preschool Teachers; Oral Language; Creoles; Preschool Children; Case Studies; English; French; Emergent Literacy; Printed Materials; Bilingualism; Language Usage; Classroom Environment

Abstract:
Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to observe children's first official introduction to the printed word. The aim of this paper is to consider the ways in which preschool teachers expose children to print and decoding skills and some of the factors shaping their choices and pedagogical practices. This paper uses data from a longitudinal case study, using an ethnographic approach, to describe and analyse the strategies used by three teachers as they expose a group of four- to five-year-olds to the printed word in a government preschool. I argue that in foreign language contexts such as Mauritius, children's exposure to the printed word is often cosmetic and educational, with emphasis on the direct teaching of some decoding skills. I also argue that the relationship that the children build with print is one of seriousness, associated with schoolwork, thus playing down the meaning-making, more playful and more entertaining functions and uses of print. This is related to local linguistic, sociocultural and educational factors. (Contains 5 tables, 10 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Emergent Literacy; Prereading Experience; Reading Readiness; Knowledge Level; Alphabets; Spelling; Problems; Reading Difficulties; Phonological Awareness; At Risk Students; Identification; Kindergarten; Grade 1; Vocabulary; Cognitive Ability; Migration; Family Environment; Parents as Teachers

Abstract:
Reading and writing are necessary prerequisites for a successful school career. Therefore it is important to identify precursor variables which predict these abilities early in order to identify children possibly at risk of developing reading or spelling difficulties. Relevant precursors include letter knowledge, phonological awareness (PA), vocabulary, and cognitive abilities. Moreover, also social aspects such as the socioeconomic status of the family (SES), the migration background and the "Home Literacy Environment" (HLE) are of importance. So far, only a few studies are available which analyse the early development of different possible explanatory factors simultaneously in the years before and after school enrolment. In particular, the relative impact of HLE on early and later linguistic competencies in a German context remains unclear. Thus, in our longitudinal study, covering the period from kindergarten to Grade 1, we focused on the role HLE plays in the development of language competencies of 921 German children, compared to the impact of several other important variables. The results highlight the importance of HLE for the development of linguistic competencies also for a German context. HLE was not only a good predictor of early vocabulary and PA, but additionally directly influenced PA at the beginning of primary school. Moreover, HLE acted as a mediator between SES and migration background on the one hand and the precursors on the other hand. This finding indicates that research and policy should focus more on the learning environments in families to improve children's achievement. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Response to Intervention; Emergent Literacy; Early Experience; Preschool Children; Disadvantaged Youth; Educational Needs; Outcomes of Education; Outcomes of Treatment; Instructional Effectiveness; Achievement Gains; Educational Quality; Language Skills; Program Descriptions; School Readiness; Language Acquisition; Norm Referenced Tests; Achievement Gap; Formative Evaluation; Preschool Evaluation; Preschool Tests; Outcome Measures

Abstract:
Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Emergent Literacy; Reading Tests; Test Items; Difficulty Level; Grade 5; Elementary School Students; Reading Instruction

Abstract:
Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student's acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers. In particular, a review of early literacy available measures for screening and monitoring students reveals a dearth of tools for examining different facets of reading comprehension. The purposes of this study were twofold: (a) to examine the relative difficulty of items written to assess literal, inferential, and evaluative comprehension, and (b) to compare single factor and bifactor models of reading comprehension to determine if items written to assess students' literal, inferential, and evaluative comprehension abilities comprise unique measurement factors. Data from approximately 2,400 fifth grade students collected in the fall, winter, and spring of fifth grader were used to examine these questions. Findings indicated that (a) the relative difficulty of item types may be curvilinear, with literal items being significantly less challenging than inferential and evaluative items, and (b) literal, inferential, and evaluative comprehension measurement factors explained unique portions of variance in addition to a general reading comprehension factor. Instructional implications of the findings are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Professional Development; Control Groups; Emergent Literacy; Coaching (Performance); Performance Based Assessment; Instructional Effectiveness; Instructional Improvement; Skill Development; Teaching Skills; Early Childhood Education; Change Strategies; Educational Change; Classroom Environment; Cluster Grouping; Check Lists; Classroom Observation Techniques; Pretests Posttests; Educational Quality; Matched Groups; Feedback (Response)

Abstract:
Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of skill-focused coaching on certified teachers' use of three clusters of instructional skills. Discussion of visually represented observation data provided the primary framework for coaching. After coaching, teachers in the intervention group used significantly more of the skills in two of three clusters of instructional skills than did those in the control group. Group differences also were found on the language and literacy sections of a general measure of the classroom literacy environment, indicating that targeted skill coaching may have more general effects on classroom quality. Results are discussed from the perspectives of professional development and research on coaching. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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