Made available in DSpace on 2016-06-02T19:46:28Z (GMT). No. of bitstreams: 1 5974.pdf: 1845666 bytes, checksum: 00810f14e64046e699103636dd9f9877 (MD5) Previous issue date: 2014-05-21 / Among the challenges of educational inclusion, it stands out to ensure children with intellectual disabilities effective conditions for the development of their learning to read potential. To provide opportunities since early childhood education, in order to make students have active contact with reading and writing, shows itself as a favoring factor of Emergent Literacy development, that is, the knowledge and abilities related to reading and writing increase the chances of the child to succeed on learning to decode and understanding texts. This study had as main objective to build, implement and to analyze an Emergent Literacy promotion program for preschool students with intellectual disabilities guided by a teaching approach characterized as shared reading. The study had as specific objectives: to obtain a characterization of students Emergent Literacy abilities, in order to support the planning of the interventions; to describe the activities and adaptations of the material used by teachers and students in shared reading situations, considering the sessions held; to describe students engagement in shared reading activities; to analyze the main activities developed by the researcher in shared reading context, focusing the development of the different components of Emergent Literacy, as much as the adaptations in face of the different characteristics of the students. The participants were two students with Down syndrome, aged 3 to 5 years old, that attended a municipal center of early childhood education. This is a descriptive and exploratory study, because it searches a better comprehension of a so far little studied phenomenon. The program was applied individually, and was conducted by the researcher responsible for the study. The shared reading sessions were filmed, in order to obtain the descriptions related to activities and adaptations made by the teacher, as well as descriptions of students engagement on the activities. Shared reading sessions were made, which proposed activities that could promote familiarity with Emergent Literacy components. The program results point that the participants had systematic opportunities to explore books, choose them independently, of observing and listening to the researcher read a wide range of stories, and of participating in activities that required the presentation of behaviors associated to different components of Emerging Literacy. The results referred to the engagement on the activities point that through the sessions occurred an increase of the interest by books and readings, of the participation during readings, of the comprehension of the stories, on the proper handle of the books, and on the use of concepts about reading and its functions. The participants had opportunities to be involved in make believe readings and recognizing this concept. It is discussed the possibilities of continuing the study in view of the importance of demonstrating possibilities that come of efficient approaches for the promotion of Emergent Literacy among students with intellectual disabilities, in order to guide teachers work on early childhood education context. / Entre os desafios da inclusão escolar destaca-se o de garantir a crianças com deficiência intelectual condições efetivas para o desenvolvimento do potencial da aprendizagem de leitura. Propiciar oportunidades, desde a Educação Infantil, para os alunos terem contato ativo com a leitura e escrita, mostra-se como condição favorecedora do desenvolvimento do Letramento Emergente, ou seja, dos conhecimentos e habilidades relacionadas à leitura e escrita aumentam as chances da criança ser bem sucedida na aprendizagem da decodificação e compreensão de textos. O presente estudo teve como objetivo geral: Estruturar, aplicar e analisar um programa de promoção do Letramento Emergente para alunos pré-escolares com deficiência intelectual pautado na abordagem de ensino caracterizada como leitura compartilhada; e como objetivos específicos: Obter uma caracterização das habilidades de LE dos alunos para subsidiar o planejamento das intervenções; Descrever as atividades e adaptações dos materiais e livros utilizados pelo professor na situação de leitura compartilhada ao longo das sessões realizadas; Descrever o engajamento dos alunos nas atividades de leitura compartilhada; Analisar as principais atividades realizadas pelo pesquisador no contexto de leitura compartilhada tendo em vista o desenvolvimento dos diferentes componentes do LE, bem como as adaptações diante das características de aprendizagem dos alunos participantes. Foram participantes dois alunos com Síndrome de Down, na faixa etária de 3 a 5 anos que frequentavam um Centro de Municipal de Educação Infantil. Este estudo é caracterizado por Descritivo e Exploratório, uma vez que busca obter uma melhor compreensão de um fenômeno pouco estudado até o momento. O programa foi aplicado individualmente, sendo conduzido pela pesquisadora responsável pelo estudo. As sessões de leitura compartilhada foram filmadas tendo em vista a obtenção das descrições relativas às atividades e adaptações realizadas pela professora, bem como descrições do engajamento dos alunos nas atividades. Foram realizadas sessões de leitura compartilhada nas quais foram propostas atividades que possibilitassem familiaridade com os componentes do Letramento Emergente. Os resultados relativos ao programa indicam que os participantes tiveram oportunidades sistemáticas de explorar livros, escolhê-los de forma independente, de observar e de ouvir a professora ler um conjunto variado de histórias e de participarem em atividades que requeriam a apresentação de comportamentos associados aos diferentes componentes do Letramento Emergente. Os resultados referentes ao engajamento nas atividades indicam que, ao longo das sessões, passou a ocorrer um aumento no interesse pelos livros e leituras, na participação durante as leituras, na compreensão das histórias, no manuseio apropriado dos livros, no uso de conceitos sobre escrita e de suas funções. Os participantes tiveram oportunidades de envolverem-se em leitura de faz de conta e reconhecimento do nome. Discute-se as possibilidades de continuidade do estudo tendo em vista a importância da demonstração das possibilidades advindas de abordagens eficientes para a promoção do Letramento Emergente de crianças com deficiência intelectual para nortear o trabalho dos professores no âmbito da Educação Infantil.

This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS™) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.

Syftet med studien är att undersöka hur estetiska lärprocesser kan bidra till en inkluderande undervisning i elevers utvecklande av literacy. Frågeställningarna berör begreppet estetiska lärprocesser, hur lärare beskriver att estetiska arbetsformer integreras med literacyhändelser och vilka möjligheter lärare ser i sådan undervisning ur ett inkluderande perspektiv. Studiens teoretiska ram utgörs av New Studies Literacy och empirin analyseras utifrån The four Literacy Model, resursmodellen (Freebody & Luuk, 1990). Studien är baserad på intervjuer med semistrukturerade forskningsfrågor. Fem lärare, med olika erfarenhet av estetiska lärprocesser som berättade fritt utifrån frågorna, intervjuades. Det huvudsakliga resultatet av studien synliggör hur elever, i literacyhändelser med estetiska arbetsformer, kan erbjudas praktiker som stödjer de fyra delarna i att utveckla literacy samt de möjligheter lärare ser i undervisning med estetiska lärprocesser, ur ett inkluderande perspektiv. / The purpose of the study is to investigate how aesthetic learning processes can contribute to an inclusive teaching in students' development of literacy. The questions concern the concept of aesthetic learning processes, how teachers describe that aesthetic forms of work are integrated with literacy events and what opportunities teachers see in such teaching from an inclusive perspective. The theoretical framework of the study consists of New Studies Literacy and the empirics are analyzed on the basis of The four Literacy Model (Freebody & Luuk, 1990). Five teachers were interviewed. The main result of the study shows how students, in literacy events with aesthetic forms of work, can be offered practice that support the four parts of developing literacy and the opportunities teachers see from an inclusive perspective.

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The purpose of this study was to investigate and determine the effectiveness of teaching an English Language Learner (ELL) teacher to use a task analysis comprising story-based lessons with cultural contextual literature to promote emergent literacy skills for a middle school-aged Hispanic ELL student with an intellectual disability (ID). Using a single-case multiple probes across skill sets design, one student with an ID and an ELL teacher participated in this study. The student was taught by the ELL teacher using story-based lessons with cultural contextual literature to promote emergent literacy skills. Results indicated a functional relation between story-based lessons with cultural contextual literature and emergent literacy skills. Future research needs to be carried out across multiple participants in varying age groups. Implications for practice and limitations will also be highlighted.

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.