The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development. Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers. There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading. Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children. Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.

La finalidad de esta investigación ha sido el diseño, aplicación y evaluación de un programa de intervención, basado en la lectura interactiva de cuentos, para la enseñanza de las habilidades de comunicación asistida y de alfabetización emergente, dirigido a alumnos de educación infantil con graves trastornos motores y del habla. El programa implementado está fundamentado en los componentes de intervención en alfabetización: el contexto de aprendizaje, el contexto del lenguaje y el contexto de lo escrito (Smith, 2005), las propuestas de los cuentos para aprender (Musselwhite y King-DeBaun, 1997), así como en las estrategias de interacción dirigidas al profesorado.El estudio empírico ha consistido en un estudio evaluativo-cooperativo con tres casos, de distinto nivel comunicativo y lingüístico: preintencional, emergente y básico. En ellos se ha analizado el nivel de participación en la lectura de cuentos, las habilidades de alfabetización emergentes alcanzadas y las oportunidades de participación ofrecidas por el profesor. / The purpose of this research has been the design, implementation and evaluation of a program intervention, based on interactive stories, assisted communications and emerging literacy skills teaching reading to students children with severe motor disorders and speech. Implemented program is based on intervention in literacy components: learning context, language context and the writing context (Smith 2005), books for learning (Musselwhite and King-DeBaun, 1997), as well as interaction strategies aimed at teachers.The empirical study has been in an evaluative-cooperative study with three cases study with different linguistic and communicative level: preintencional, emergent and basic. The level of participation in reading stories, reached emerging literacy skills and participation opportunities offered by the professor has been scanned in them.

Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-05T12:22:07Z No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:24:20Z (GMT) No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:24:27Z (GMT) No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Made available in DSpace on 2016-10-20T19:24:34Z (GMT). No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) Previous issue date: 2016-05-30 / Não recebi financiamento / The literature highlights the importance of Emerging Literacy and the development of knowledge about writing and its functions acquired by children in the period of early childhood education for success in literacy. The research shows that, through contacts with actions of reading and writing conducted by adults, young children with typical development and non-typical develop: 1) interest in books; 2) interest in stories read by the adult; 3) active participation while reading; 4) knowledge about the book handling; 5) direction of reading; 6) concepts about writing conventions; 7) distinction between written and unwritten; 8) functions of writing; 9) recognition of global and common words in the environment; 10) recognition of the first name; 11) reading pretends; 12) tracing and evidence of the alphabetic foundation. The main objective of the study was to examine the development of knowledge, skills and attitudes of the emerging literacy of students with intellectual disabilities exposed to a contact experience with reading books and encouragement to participate in activities that stimulated the different components of emergent literacy. This study is characterized as a single subject design. Study participants were two students with intellectual disabilities and Down syndrome attending the resource room of a public school in ordinary school with kindergarten rooms. The activities were conducted individually by the proposer of the study. Participant 1 had the opportunity to participate in 15 sessions of weekly activities and Participant 2 in 11 stimulating sessions, of different components of emerging literacy. As a result of the program, the study participants were able to become familiar with the components of emergent literacy through shared reading, the autonomy to choose the books, hear a variety of stories with effective participation, and participation in activities that contributed to the understanding of conditions which appears necessary for the acquisition of emergent literacy components occurred during the sessions. The participants demonstrated a reduced evolution relative to the emerging literacy regarding the writing activities, which were not present in the repertoire of the participants at the beginning of the intervention.They identify conditions that may have contributed to the results that were not consistent with results obtained in similar studies. / A literatura mostra a importância que os conhecimentos sobre a escrita e suas funções adquiridos pelas crianças pequenas têm para o sucesso na aquisição das aprendizagens de leitura e escrita requeridas nas séries iniciais do Ensino Fundamental. O presente estudo insere-se em uma linha de pesquisa que tem procurado investigar condições para promoção do letramento emergente de alunos com deficiência intelectual. Pesquisas têm mostrado que, por meio de contatos com atos de leitura e escrita conduzidos pelos adultos ao longo do período de educação infantil, crianças com ou sem deficiência vão aprendendo sobre os componentes da Escala de Letramento Emergente, sendo eles: 1) interesse por livros; 2) interesse durante a leitura de histórias feita pelo adulto; 3) participação ativa durante a leitura; 4) conhecimento sobre o manuseio do livro; 5) orientação da leitura; 6) conceitos sobre escrita; 7) relação entre a palavra falada e a escrita; 8) funções da escrita; 9) reconhecimento de palavras globais e comuns no ambiente; 10) reconhecimento do primeiro nome; 11) leitura de faz de conta; 12) traçado e evidência do princípio alfabético. O objetivo principal do estudo foi examinar e analisar o desempenho de alunas com deficiência intelectual da educação infantil, após intervenção planejada pautada nos componentes básicos do letramento emergente. O estudo foi caracterizado como delineamento de sujeito único. Foram participantes do estudo duas alunas com deficiência intelectual e síndrome de Down que frequentavam a sala de recursos de uma escola pública de ensino comum, com salas de educação infantil. A participante 1 teve oportunidade de participar em 15 sessões de atividades semanais e a Participante 2, em 11 sessões de estimulação, dos diferentes componentes de letramento emergente. O programa foi aplicado individualmente pela pesquisadora responsável pelo estudo a partir de uma avaliação inicial (pré-teste) e avaliação final (pós-teste). Foi aplicada uma escala para avaliação dos componentes do letramento emergente no início e no final da intervenção. Como resultado do programa, as participantes do estudo puderam se familiarizar com os componentes do letramento emergente por meio da leitura compartilhada, da autonomia para escolha dos livros, em ouvir uma diversidade de histórias com participação efetiva, e a participação em atividades que contribuíram para o entendimento de condições que se mostram necessárias à aquisição dos componentes do letramento emergente ocorridos ao longo das sessões. As participantes demonstraram uma evolução reduzida em relação ao domínio dos componentes do letramento emergente no que tange as atividades escrita, e que ainda não estavam presentes no repertório das participantes no início da intervenção. Identificam-se condições que possam ter contribuído para que esses resultados relacionados a escrita não fossem consistentes com os resultados obtidos em estudos semelhantes.

Made available in DSpace on 2016-06-02T19:46:26Z (GMT). No. of bitstreams: 1 5496.pdf: 2119555 bytes, checksum: 2697c471c713f7af47216f6cbc514d54 (MD5) Previous issue date: 2013-04-29 / The studies have shown that learning music encourages the global development of a child. Recent studies have shown the benefits of musical education towards the development of phonological awareness and the conventions and conceptions of writing for children with special needs and children at risk. Given the importance in our area, the search for innovative practices for musical development and emergent literacy in a school context, the current study has as its objective verifying the effects of the interdisciplinary program including the musical skills and abilities that promote reading and writing skills such as phonological awareness and knowledge about the functions and conventions of writing. The participants were three children who were enrolled in First Grade in Elementary School with a history accentuated by hardships in life. For fourteen meetings, the students participated in activities directed towards musical perception, rhythm and beat, general music knowledge, interest for literature and handling books and writing concepts. The study consisted of comparing the percentages of right answers of skills tested before and after participation in the program. Tests were used to evaluate musical skills, phonological awareness and emergent literacy. The results indicated that some skills had a moderate to high increase in the percentage of correct answers and other skills did not show improvement. Corroborating with the findings of previous studies in this area, we can conclude that the interdisciplinary program conducted in this study favored the promotion of musical skills and emergent literacy. This research contributes both to a new line of research and to the possibility of the Music teacher working along with the Preschool Education and the first grade of Elementary School in order to explore a promising perspective of interdisciplinary work in music and emergent literacy process. / Os estudos têm demonstrado que a aprendizagem musical favorece o desenvolvimento global da criança. Recentemente, os estudos têm evidenciado os benefícios advindos da educação musical para o desenvolvimento da consciência fonológica e das convenções e concepções da escrita para crianças com necessidades especiais e crianças que vivem em situação de risco. Dada a importância, em nosso meio, da busca de práticas inovadoras para o desenvolvimento musical e do letramento emergente no contexto escolar, o presente estudo teve como objetivo verificar os efeitos de um programa interdisciplinar envolvendo habilidades musicais e habilidades promotoras de leitura e escrita tais como a consciência fonológica e os conhecimentos sobre as convenções e funções da escrita. Foram participantes 3 crianças matriculadas no primeiro ano do Ensino Fundamental com histórico acentuado de eventos de vida adversos. Ao longo de 14 encontros, os alunos participaram de atividades voltadas para o favorecimento da percepção musical, ritmo e pulso, conhecimento musical geral, interesse pela leitura, manuseio de livros e concepções de escrita. O delineamento do estudo consistiu na comparação das porcentagens de acerto das habilidades avaliadas antes e após a participação no programa. Foram aplicados instrumentos de avaliação das habilidades musicais, habilidades de consciência fonológica e de letramento emergente. Os resultados indicaram que algumas habilidades tiveram um aumento de moderado a alto nas porcentagens de acerto e outras habilidades não apresentaram melhoras. Corroborando com os achados dos estudos prévios na área, pode-se concluir que o programa interdisciplinar conduzido neste estudo favoreceu a promoção de habilidades musicais e de letramento emergente. Esta pesquisa contribui com uma nova linha de pesquisa e a possibilidade de atuação do educador musical junto a Educação Infantil e ao primeiro ano do Ensino Fundamental ao explorar uma perspectiva promissora de trabalho interdisciplinar de música e processo de letramento emergente.

A análise da literatura científica evidencia intenso esforço para se obter melhor entendimento de como ocorre a aprendizagem da leitura e da escrita e como é possível colaborar para essa aprendizagem, a partir da identificação das habilidades cognitivas e linguísticas subjacentes a ela. A perspectiva do letramento emergente considera a importância de um conjunto de habilidades linguísticas e de conhecimentos sobre a língua escrita, adquiridos pela criança no período compreendido entre o nascimento e o início do processo formal de alfabetização, os quais seriam precursores da aprendizagem da leitura e da escrita, destacando o papel da Educação Infantil no desenvolvimento destas habilidades e conhecimentos. Diante disto, o presente trabalho teve como objetivo principal investigar se e quais habilidades de letramento emergente, apresentadas pelas crianças ao final da Ed. Infantil, contribuem significativamente e de modo independente para a aquisição da leitura e escrita durante o primeiro ano escolar. A metodologia utilizada seguiu um delineamento correlacional de caráter longitudinal. Para tanto, na primeira etapa da pesquisa, foram avaliadas as habilidades de letramento emergente de uma amostra de 41 crianças de duas turmas do último ano da Ed. Infantil (idade média de 5,84 anos). Os instrumentos utilizados foram testes padronizados de consciência fonológica, nomeação (vocabulário) e compreensão oral, além de uma prova de conhecimento de letras. Ao final do primeiro ano do Ensino Fundamental, foram reavaliadas 34 crianças da amostra anterior (idade média de 6,68 anos), através de testes padronizados de leitura de palavras e pseudopalavras, escrita de palavras e compreensão em leitura. Os dados foram analisados através de técnicas correlacionais e de análise de regressão, visando identificar a relação entre as variáveis estudadas e a contribuição das habilidades de letramento emergente para as habilidades de leitura, escrita e compreensão da amostra estudada. Os resultados obtidos indicaram que todas as habilidades de letramento emergente (consciência fonológica, conhecimento de letras, nomeação e compreensão oral) estavam correlacionadas e que estas também estavam correlacionadas com as variáveis dependentes (escrita, leitura de palavras e compreensão em leitura). As análises de regressão mostraram maior contribuição da consciência fonológica e conhecimento de letras para o desempenho em escrita e da consciência fonológica para o desempenho em leitura de palavras e para a compreensão em leitura. Conclui-se que os resultados obtidos permitem dar suporte à hipótese da importância do desenvolvimento das habilidades de letramento emergente na Ed. Infantil, a fim de favorecer a aprendizagem da leitura e da escrita no Ensino Fundamental. / The analysis of the scientific literature shows intense effort to obtain a better understanding of how reading and writing learning occurs and how it is possible to collaborate for this learning by identification of the cognitive and linguistic abilities underlying it. The emergent literacy perspective considers the importance of a set of linguistic skills and knowledges about press acquired by the child in the period between birth and the beginning of the formal literacy process, whose could promote literacy, highlighting the role of Early Childhood Education in the development of these skills and knowledges. In view of this, the main objective of this study was to investigate whether and what emergent literacy skills presented by the children at the end of the kindergarten contribute significantly and independently to the acquisition of reading and writing during the 1st grade of elementary school. The methodology used followed a correlational design of longitudinal features. To do so, in the first stage of the research, the emergent literacy skills were evaluated in a sample of 41 kindergarteners (mean age 5.84 years). The instruments used were standardized tests of phonological awareness, naming (vocabulary) and oral comprehension, as well as a proof of letter knowledge. At the end of the first year of elementary school, 34 children from the previous sample (mean age 6.68 years) were reassessed, through standardized tests of reading of words and pseudowords, writing of words and comprehension in reading. Data were analyzed using correlation and regression analysis techniques to identify the relationship between the variables studied and the contribution of emergent literacy skills to the reading, writing and comprehension performance of the sample studied. The results indicated that all emergent literacy skills (phonological awareness, letter knowledge, naming and oral comprehension) were correlated and that these were also correlated with the dependent variables (writing, reading of words and comprehension in reading). The results of the regression analysis showed a greater contribution of phonological awareness and letter knowledge to the performance of writing. Phonological awareness was also the most important predictor for the performance of reading words and reading comprehension. The obtained results allow us to support the hypothesis of the importance of the development of emergent literacy skills in kindergarten, in order to benefit the reading and writing learning in 1st grade of Elementary School.

Detta examensarbete lyfter fram sju olika lärares kunskap om högläsning och på vilket sätt de medvetet använder sig av högläsning i sin undervisning. Avsikten är att lyfta fram hur pedagoger som undervisar yngre barn arbetar med att läsa högt för sina elever. Aktuell forskning kring grundläggandet av läs- och skrivutvecklingen påvisar betydelsen av att läsa högt för små barn. Undersökningens resultat visar att lärare upplever högläsning som ett bra och mångsidigt pedagogiskt redskap. Det framgår dock att de pedagoger med längst yrkeserfarenhet och högst utbildning är de som använder sig av högläsning på ett mer medvetet och komplext sätt. Därigenom synliggörs vikten av att pedagoger har kunskap om högläsningens användningsområden. Pedagogernas insikter som kom fram under undersökningen har relaterats till forskning i ett jämförande perspektiv. I arbetet bearbetas egna hypoteser kring vad det är man kanske kan förbättra i undervisningen med högläsning som redskap i förhållande till forskningsrelaterade aspekter. Läsaren kan ta del av litteraturstudien och undersökningsresultaten för att skapa sig en bild kring vilka av forskningsresultaten som fått genomslag i pedagogernas arbete. / This examination project illustrates the knowledge and consciousness of seven separate teachers' concerning how to adopt reading aloud when teaching. The teachers results are related to research made in a comparative prospect. Reading research stresses the importance of reading aloud to young children not only for pleasure but for a variety of reasons. The aim of this study is to learn how and why teachers read aloud to young children and if they are aware of the fact that reading aloud can be used for stimulating the development of word, language and reading comprehension. The result show that the most experienced and well educated teachers are those who use reading aloud not only for pleasure, but for above reasons, compared with less experienced and less educated teachers. Thus, this highlights the importance of having a deep understanding of how children can benefit from teachers' reading aloud. The reader may take part of the compilation to get a deeper insight and deeper understanding of the result of this examination. / Uppsatsen skrevs ursprungligen vid Institutionen för individ, omvärld och lärande (IOL) men har efter Lärarhögskolans sammanslagning med Stockholms universitet flyttats till Institutionen för utbildningsvetenskap med inriktning mot språk och språkutveckling (USOS).

This study investigated the effects of an explicit individualized phonemic awareness intervention administered by a speech-language pathologist to 4 prekindergarten children with phonological speech sound disorders. Research has demonstrated that children with moderate-severe expressive phonological disorders are at-risk for poor literacy development because they often concurrently exhibit weaknesses in the development of phonological awareness skills (Rvachew, Ohberg, Grawburg, & Heyding, 2003). The research design chosen for this study was a single subject multiple probe design across subjects. After stable baseline measures, the participants received explicit instruction in each of the three phases separately and sequentially. Dependent measures included same-day tests for Phase I (Phoneme Identity), Phase II (Phoneme Blending), and Phase III (Phoneme Segmentation), and generalization and maintenance tests for all three phases. All 4 participants made substantial progress in all three phases. These skills were maintained during weekly and biweekly maintenance measures. Generalization measures indicated that the participants demonstrated some increases in their mean total number of correct responses in Phase II and Phase III baseline while the participants were in Phase I intervention, and more substantial increases in Phase III baseline while the participants were in Phase II intervention. Increased generalization from Phases II to III could likely be explained due to the response similarities in those two skills (Cooper, Heron, & Heward, 2007). Based upon the findings of this study, speech-language pathologists should evaluate phonological awareness in the children in their caseloads prior to kindergarten entry, and should allocate time during speech therapy to enhance phonological awareness and letter knowledge to support the development of both skills concurrently. Also, classroom teachers should collaborate with speech-language pathologists to identify at-risk students in their classrooms and successfully implement evidence-based phonemic awareness instruction. Future research should repeat this study including larger groups of children, children with combined speech and language delays, children of different ages, and ESOL students

Förskollärarens högläsning utgör en stor del av förskolans vardag. De flesta barn älskar att sitta med en bok och höra när förskolläraren läser och vill helst läsa samma bok om och om igen. Högläsning är något positivt där barnen kan utveckla sitt språk och lärande. Syftet med den här undersökningen är att få mer kunskap om förskollärarens perspektiv på högläsning i förskolan samt ta reda på deras erfarenheter kring högläsning. Därför har följande frågeställningar tagits med: I vilket syfte har man med högläsning i verksamheten och hur tillämpas högläsning i vardagligt förekommande pedagogiska situationer i förskolan? Vilken syn har förskollärare på högläsningens innebörd för barns språkutveckling? Vilka andra tankar eller idéer har förskollärarna kring högläsning? Utifrån för- och nackdelar med att använda online och ansikte mot ansikte intervjuer som metod valdes online intervjuer för två förskollärare på grund av covid-19 pandemin och två förskollärare intervjuades på plats på respektive förskola. Datainsamlingsstrategin utgår ifrån djupintervjuer med respondenterna.   Resultatet och analysen bygger på intervjuerna där jag har sammanfattat lärarnas synpunkter och erfarenheter av högläsning. Samtliga förskollärare berättade att högläsning var ett positivt pedagogiskt redskap. Respondenterna beskriver djupgående hur högläsning är ett viktigt hjälpmedel för alla barn som har svårt med det verbala språket. De anser att förskolan ska präglas av högläsning där åhörande barn ska kunna fantisera och stimuleras i sin språkutveckling, samtidigt som högläsning ska utgöra en rolig upplevelse för barnen.

Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children. This study applied a multiple probe design across units of instruction to evaluate the effects of a supplemental PA and AK intervention delivered in Spanish that explicitly teaches transfer of these skills to English. The aims of the study were to determine: 1) whether children receiving this intervention would make gains in their Spanish PA skills following the intervention; 2) whether they would apply the PA skills they learned from Spanish to English; 3) whether they would make gains in their Spanish AK skills; and lastly; 4) whether they would apply these Spanish AK skills to English. Four Latino preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills. The results indicated that children made large gains in their Spanish PA skills and small to moderate gains in their AK skills. Children also applied the skills they learned in Spanish to English. These findings provide preliminary evidence Latino preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.