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Enhancing early literacy teaching an...

Mihai, Alina.

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Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach./
作者:	Mihai, Alina.
面頁冊數:	255 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703261
ISBN:	9781321749960

Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach.
Mihai, Alina.

Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach. - 255 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

Well-developed language and literacy skills are essential to ensure children's success with academics and beyond. The present study emanates from the premise that language and literacy development in preschool is enhanced by children's opportunities to actively engage in meaningful language interactions with adults. These opportunities are particularly valuable for children who are considered at-risk for future reading difficulties. This study examined the effectiveness of a repeated book reading approach and its impact on teacher language use, teacher-child language interactions, and children's early literacy development. Participants included four Head Start teachers from a rural Midwestern Head Start program and the children in their classrooms.

ISBN: 9781321749960Subjects--Topical Terms:

516693
Special education.

Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach.
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245 1 0 $a Enhancing early literacy teaching and learning in Head Start: The impact of a repeated book reading approach.
300 $a 255 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Gretchen Butera.
502 $a Thesis (Ph.D.)--Indiana University, 2015.
520 $a Well-developed language and literacy skills are essential to ensure children's success with academics and beyond. The present study emanates from the premise that language and literacy development in preschool is enhanced by children's opportunities to actively engage in meaningful language interactions with adults. These opportunities are particularly valuable for children who are considered at-risk for future reading difficulties. This study examined the effectiveness of a repeated book reading approach and its impact on teacher language use, teacher-child language interactions, and children's early literacy development. Participants included four Head Start teachers from a rural Midwestern Head Start program and the children in their classrooms.
520 $a To allow for an exploration of the effects of the intervention on children's outcomes along with an in-depth examination of how repeated book reading influences teacher-child language interactions an embedded mixed-methods design was employed. A pretest-posttest quasi-experimental group design measured the efficacy of the intervention as a way to enhance children's vocabulary and discourse abilities. Qualitative methods provided a fine-grained description of how repeated book reading influenced teacher-child language interactions, particularly teacher interactions with children who have disabilities.
520 $a Findings indicated that using the repeated approach to book reading and strategies to support vocabulary development and inferential language skills assisted teachers in the intervention classroom in providing their children with book reading activities that enriched their language skills. As a result of the intervention, children in the two intervention classrooms registered significant gains in their discourse ability scores compared to the children in the control condition. Further, they experienced significant growth in their vocabulary compared to their scores at the beginning of the year, growth that was not evident in the control classrooms.
520 $a Findings from this research inform early childhood practice by providing a model through which preschool teachers can use repeated book reading to promote essential language skills that are seldom studied in preschool children. Further, this study provides suggestions for teacher professional development, particularly as it relates to providing high-quality instruction for children at-risk for reading difficulties.
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