...Term Paper Psyc 400, Spring, 2015 Title of Paper: Factors Contributing to Literacy Skills in Children from Low-Income Families In American society, education is considered by many to be an equalizing force for people from all walks of life. It allows the nation’s best and brightest to distinguish themselves from their peers through intellectual merit - at least in theory. Unfortunately, the reality of the situation does not live up to the ideal, especially for children from low income families. Children who are already growing up with the disadvantages of poverty are further hindered by underfunded and ineffectual primary schooling, setting them even further behind middle and upper class children. Before beginning a discussion of the factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed...
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...How Language Abilities and Deficiencies Impact Literacy Development Ashanti Gordon Grand Canyon University: ECH 515 December 12, 2012 How Language Abilities and Deficiencies Impact Literacy Development Multnomah County had a survey done for kindergarten teachers. The results suggested that 19.4% of their students were not headed toward literacy success, due to a lack of necessary language and pre-reading skills. There is a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our students. Creating literacy rich environments for our students will assist them in the literacy process. Early language abilities make a positive impact on literacy development. Language and literacy both have many definitions. This paper will refer to the following interpretations. Language is a method used to communicate. This may be in written or verbal words that are routinely arranged. Literacy is simply the ability to read and write (http://www.merriam-webster.com/dictionary). This paper will discuss language as it relate to the development of literacy. Language in Literacy During the first few years of life, language and literacy development begins. It is linked to our first encounter with books and stories. It is linked to the “baby talk” from our caregivers and the noises that a babies makes in return. Language is learned...
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...Running head: Language and Literacy Development Language Abilities and Deficiencies on Literacy Development SheQuita Hogan Grand Canyon University: ECH 515 March 14, 2012 Language and literacy are skills that work together. Children development language skills and a young age and they develop at different ages and stages. They are constantly observing and practicing communication and oral language. What they learn, hear, and see has an effect on their literacy skills. Children build oral language knowledge and they practice as they learn to read and write. They develop understanding about reading through writing and they extent through they writing through reading. Language, reading, and writing skills develop at the same time and are intimately linked. Early literacy development is a continuous developmental process that begins in the first years of life. Early literacy skills develop in real life settings through positive interactions with literacy materials and other people Children who have difficult with early speech communication skills are at risk of having problems in the future. Therefore, the development of oral language has in effect on the development of emergent reader literacy skills. Oral language is a key aspect of the future literacy of children, as it goes a far way toward promoting many of the skills contained in reading writing, and language arts. Oral language is also a method through which children may learn incidental vocabulary. Being exposed...
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...Academic Literacy in the Classroom Vincent Bordi Grand Canyon University: SED 535 February 6, 2013 Abstract Presented in this paper is a class and student profile concerning literacy traits as observed in a 9th grade health class at Lathrop High School. From classroom observations and personal research the class as a whole was analyzed on how they were able to read and write while also observing the strategies the teacher used to promote these literacy skills. To better understand literacy skills used by the teacher in the classroom there was a meeting between him and I where we discussed different strategies that he incorporates into his lessons. Attached are the observation summaries along with a Venn diagram that is based off one student that was individually observed. Introduction What do you need to know to become an educator for adolescents? It is obviously a requirement to master the content being taught and having the ability to manage a classroom; however educators are sometimes oblivious to one trait and that is teaching literacy. Most information in the secondary classroom is extracted from text and a common misconception is that it is not the responsibility of content instructors to teach literacy. It is often thought teaching how to read and write is up to English teachers while a content educator only needs to focus on their content. Observed Classroom as Whole From the little time spent observing the classroom a lot of information was...
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...Comparing Music and Literacy Approaches for Late Talker Language Acquisition Chelsea Clock Bell, MA, CFY-SLP Mary Free Bed Rehabilitation Hospital, Grand Rapids, MI *Research Completed at University of Northern Iowa Purpose To investigate the effects of a music-based speech and language therapy approach on late talking toddlers and compare with a literacy-based speech and language therapy approach. Research Questions Do sung lyrics in speech and language intervention promote growth of expressive vocabulary in toddlers who are late talking? Does literacy-based speech and language intervention promote growth of expressive vocabulary in toddlers who are late talking? Does a speech and language therapy approach integrating sung lyrics promote a greater increase in growth of expressive vocabulary in toddlers who are late talking compared to a literacy-based speech and language therapy approach? Literature Review Identification of late talkers is difficult due to: large variability in the rate of development, the fact that many late talkers outgrow their delay (Rescorla et al., 1997; Thal et al., 1997), & lack of efficient standardized methods (Fenson et al., 1993; Rescorla, 1989; Robertson & Ellis Weismer, 1999; Tyler & Tolbert, 2002). Previous research attempts to pinpoint predictor variables (Rescorla et al., 1997; Robertson & Ellis Weismer, 1999; Williams & Elbert, 2003), however inconsistent results. Limited literature regarding music intervention for late talkers; however, it...
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...The Hidden Positive Impact of Text Messaging On Literacy The importance of text messaging is emphasized by several research findings. According to research cited in Education (Education), text message shorthand is vital in assisting youngsters to improve their phonic awareness and linguistic creativity. Powell and Dixon also discuss the importance of short messaging systems (SMS) and exposure to textism (the use of texting slangs) in enhancing learners’ spelling skills (Powell and Dixon). Wood conducted a research on the implications of text messaging on the literacy of 9 to 10-year-old-children’s literacy skills. Wood notes that the exposure to text messaging and their counterparts who do not have access to SMS might be contributing, positively, to the literacy skills development among 9 to 10-year-old-children (Wood). Furthermore, past studies analyzed by Verheijen report a positive correlation between the use of SMS and literacy levels among users (Verheijen). Belying the findings of these studies, however, is the viewpoint among older generation researchers and academicians that text messaging has negative correlations to improving learning skills among users. They argue that text messaging has contributed detrimental implications on learners as opposed to its emphasized importance by recent researchers. They present counterarguments justifying their disapproval of the importance of text messaging on learning. They cite the negative implications of technology on learners...
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...Pearson, P. D., & Cervetti, G. N. (2013). The psychology and pedagogy of reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and...
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...improve and develop the learner’s literacy skills. Methods of analysis includes examining the needs from relevant stakeholders and the outcomes from a community of inquiry. Results of the research and feedback demonstrated that although students may possess English GCSE qualifications the business community and bodies such as OFSTED highlight that the level of literacy amongst today’s school leavers was not adequate in terms of the functional skill. The report highlights the importance of increasing student’s level of literacy and functional skills. There are areas specifically in terms of cross-curricular activities that could be further explored. The report recommends the creation of a learning tool in the form of a booklet to enable students to develop and improve their literacy skills within the business curriculum and thus the functional skill. Once the initial proposal was agreed in order to maintain focus throughout the project, SMART objectives were established and addressed, a time plan was created and the personal tutor was involved during the project (Refer to Appendix 1). Introduction ‘Literacy is a fundamental human right and the foundation of lifelong learning. It is fully essential to social and human development in its ability to transform lives. For individuals, families, and societies alike, it is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world.’ (UNESCO) Literacy skills has never been more important...
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...average population growth rate of 1.41%, this is a clear indication that this population will increase more with time. When looking at the age structure, people who are 15-64 years old make up 65% of India's population and only 30% being under 15 years of age. This clearly indicates that India is composed of a rather young population. As per the 2011 census, literacy levels stand at around 74.04% and this is a significant progress from the 14.5% rate at the time of India’s independence in 1947, though the census still reveals that the adult literacy rate in India was more than 11% lower than the average World Adult Literacy Rate of 84% (Census of India, 2011c, p.101). Despite major reforms and programs intended to develop the education system, India is still struggling with low rates of illiteracy, especially in the country’s rural parts. Different states have been experiencing different rates of increase in literacy levels, although with very high disparities caused by the different classes of the Indian society. For instance, Kerala and Mizoram states are above the national average at 82.14%, while others like Bihar have a literacy level of about 65.46%...
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...and deficiencies impact the literacy development for the different age groups up to age eight. I will also include how teachers should support the English language learners when they are trying to grasp the concept of learning a new language. The word deficiency means not having enough of something that is important or necessary (Merriam-Webster dictionary). Learning to read and write ant an early age is what will help set the tone for a child’s learning in their later years of school. It was established that the early childhood years serve as an important foundation for subsequent literacy development (Neuman and Dickerson, 2001; Snow, Burns, and Griffin 1998; Whitehurst and Lonigan, 2001).Reading books aloud is the best way to help children at a young age develop good literacy skills. In a forum that I came across while I was doing my research talked about how only 58 percent of children ages 3-5 are read to daily by family members (Forum on Child and Family Statistics, 2004). Just think if we as teachers, parents, and family members read to our children more throughout the week, what an impact we would be making on a child’s life and on their literacy skills for reading and writing. I have four grandchildren and I read to them at least three times a week when they are at my house. My granddaughter is seven and she helps me read to her younger brothers and her cousin. Doing things like this will help increase a child’s knowledge about literacy and they will start to read...
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...What is literacy? Maybe one of the most important words in life has a very simple definition. Literacy defined as the ability to read and write. Literacy is important because illiteracy does not just affect those who are illiterate. A person’s quality of life has been shown to be related to an individuals self esteem, confidence and personal empowerment. Literacy helps every aspect of our lives. It can also affect a child’s success in the future. Literate parents are able to actively participate in their children’s education and help their children through school, thus ensuring a future workforce. Increased literacy skills have been shown to strengthen family relationships, improve parenting skills and improve the overall quality of life. Literacy has different components, they are phonological awareness, phonemic awareness, fluency, language, vocabulary, and comprehension. Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Phonological awareness includes this ability, but it also includes the ability to hear and manipulate larger units off sound, such as onsets and rimes and syllables. Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words they can focus their attention on what the text means. Vocabulary and language skills are...
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...What is Emergent Literacy? Emergent Literacy is the reading and writing concept, behavior and dispositions that precede and develop into conventional reading and writing. Recently the term “reading readiness” has given way “emergent literacy” by which we mean the many skills children need for reading and writing. From the time they were born and continuing through the preschool years, each child picks up in his or her own way. Listening, speaking, reading and writing are all part of emergent literacy. Literacy really begins when an infant coos or babbles, then hears those sound repeated by a responsive and loving adults. These early conversation, which can make adults feel a little silly, and a gentle introduction to spoken language and will soon change into soon change into the sound and rhythms of language. Adults encourage these beginning steps in to language by singing, saying nursery rhymes, doing finger play and sharing picture books. Reading Readiness vs Emergent Literacy Reading readiness has been defined as a point at which a person is ready to learn to read and the time during which a person transition from begin a non-reader into a reader. Other terms for reading readiness include early literacy while emergent literacy is how young children interact with books when reading and writing, even though they could not read or write in the conventional sense. According to piaget theory of cognitive development the concept of reading readiness refers to the...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...practitioners, or representatives from DEEWR and FaHCSIA. It was decided that a representative Working Party of 8 Forum members should be formed, charged with the task of writing a report proposing a national agenda for action to assist people with dyslexia. The Working Party consulted widely and in particular benefited from comments on a draft report that were received from the following authorities (all of whom have expressed very strong support for the recommendations we have made): • AUSPELD (The Australian Federation of Specific Learning Difficulty Associations) • LDA (Learning Difficulties Australia) • ALDA (The Australian Learning Difficulty Association) • Speech Pathology Australia • The DDOLL (Developmental Disorders of Language and Literacy) network, which was established with funding...
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...Associated with Teacher Training and Classroom Integration Journal article by Robin D. Groce; Reading Improvement, Vol. 41, 2004 | | | | | |An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training | | | |and Classroom Integration. | | | | | | | |by Robin D. Groce | | | |The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area | | | |lessons, improve reading skills in the content areas, and as a springboard for beginning units and skill development. Teachers' | | | |understandings and implementation of classroom storytelling...
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