Promoting Alphabet Knowledge and Phonological Awareness in Low Socioeconomic Child Care Settings: A Quasi Experimental Study in Five New Zealand Centers

Autor/inn/en	McLachlan, Claire; Arrow, Alison
Titel	Promoting Alphabet Knowledge and Phonological Awareness in Low Socioeconomic Child Care Settings: A Quasi Experimental Study in Five New Zealand Centers
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 5, S.819-839 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9467-y
Schlagwörter	Foreign Countries; Faculty Development; Teacher Improvement; Teacher Influence; Reading Skills; Low Income Groups; Young Children; Early Childhood Education; Teaching Methods; Teacher Attitudes; Intervention; Alphabets; Phonological Awareness; Basic Skills; Emergent Literacy; Knowledge Level; Beginning Reading; Quasiexperimental Design; Pretests Posttests; Phonemic Awareness; Questionnaires; Word Recognition; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Buchstabenschrift; Basic skill; Grundfertigkeit; Frühleseunterricht; Wissensbasis; Erstleseunterricht; Fragebogen; Worterkennung; Neuseeland
Abstract	This study examined if professional development with teachers would increase children's literacy skills in low socioeconomic early childhood settings in New Zealand and would lead to changes in teachers' beliefs and practices and children's abilities over an 8 week intervention period. Research indicates that children who have alphabetic and phonological awareness on school entry are well positioned to transition from emergent to conventional literacy (Whitehurst & Lonigan, 1998). Although most children develop requisite knowledge and skills as part of early education in New Zealand, about 25 % of children do not (Nicholson, 2005) and struggle with beginning reading. One of the challenges is how teachers can foster emergent literacy within a holistic curriculum such as "Te Whariki" (Ministry of Education, 1996), the New Zealand early childhood curriculum. A quasi experimental design was used in which teachers' and children's knowledge was pre and post tested in five early childhood centers. Teachers' (n = 32) beliefs and phonemic awareness were tested using a questionnaire. A range of literacy measures which tested alphabet knowledge, phonemic awareness, ability to recognise and write their own name and the British Picture Vocabulary Test were used with children aged 3-5 years (n = 103). Professional development was offered to teachers at the beginning of the study in four centers; the fifth center was a control. In addition, teachers' logbooks of how they promoted literacy were collected. Some changes in children's skills were found, along with some differences in teachers' beliefs and practices. The results suggest professional development with teachers to support children's literacy needs to involve more intensive coaching and guiding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10