Effective teaching strategies that improve the development of phonemic awareness are important to ensure students are fluent readers by third grade. The use of handheld devices to improve phonemic awareness with kindergarten students may be such a strategy, but no research exists that evaluates the use of these devices. This study explored the effectiveness of Bee-Bot handheld devices in kindergarten classrooms to teach phonemic awareness. A 4-month sequential mixed-methods study was conducted in four classrooms: two that used Bee-Bot handheld devices in phonemic awareness lessons and two that never used the devices. The score gain (Fall 2009 to Winter 2010) for initial sound fluency (ISF) on the DIBELS assessment was analyzed for between-group effects using ANCOVA, controlling for Fall 2009 letter naming fluency (LNF) scores. No significant difference was found between ISF scores of students using the Bee-Bots and those not using them. Interviews of the 4 classroom teachers determined their perceptions of the ways handheld devices supported phonemic awareness. Interviews were coded for (a) assessments, (b) engagement, (c) strategies, (d) social growth and (e) technology standards. Teachers reported that students using Bee-Bot handheld devices remained on task longer, increased motivation, developed leadership skills, and students enjoyed learning with the devices. Findings suggest that handheld devices used to enhance phonemic awareness in kindergarten may offer an engaging way to enhance social skills while providing technology integration. This study contributes to social change by improving teacher knowledge of technology-assisted strategies for social and literacy skills among less advantaged populations.

The purpose of this quantitative study was to determine whether or not a significant relationship exists among daily writing and student growth in phonemic awareness. The study also considered the impact of writing on the phonemic awareness development of students at different literacy levels. Although studies exist on the importance of phonemic awareness development in reading acquisition, a deficit exists examining the correlation among daily writing and the phonemic awareness development of students representing different literacy levels. Forty students in an experimental group engaged in daily writing opportunities, while 37 students in the control group engaged in less frequent writing opportunities. Data included pre- and posttest results from The Phonological Awareness Test. Descriptive statistics were chosen to describe the demographic variable of group, gender, and ability level and inferential statistics included the two-sample t test. Results were statistically analyzed using SPSS 13.0 and concluded that a significant relationship does exist among daily writing opportunities and the phonemic awareness development of kindergarten students. Daily exposure to writing had a significant impact on students in the low-risk experimental group. Although a significant difference was not found in the some/at-risk groups, the experimental group had a larger average increase on the phonemic awareness measure. Results will fill the existing gap between research and practice concerning the correlation among daily writing and phonemic awareness, and the reciprocal impact this correlation has on students' literacy development. In addition, results may influence early childhood educators to implement daily writing opportunities as a method for increasing students' phonemic awareness development.

Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) were compared using an independent samples t test. Analysis of variance (ANOVA) was used to test for the effects of student gender, family income, maternal education, teacher education, and teacher years of experience. The results revealed no significant difference between the experimental and control groups. Future studies should include examination of possible associations between qualitative aspects of student/teacher relationships and language development. The current study contributes to social change by raising awareness of the importance of relationships in early childhood and by encouraging educators in the development of environments that most effectively support early language development for students from diverse cultural and linguistic backgrounds.

Very little research has been conducted on the impact of the Imagination Library, a Tennessee based reading program, on student reading achievement. Therefore, the purpose of this cross-sectional explanatory study was to test whether Imagination Library program participation had an impact on reading achievement for kindergarten students from 3 rural elementary schools. The theoretical basis for this study was Vygotsky's sociocultural theory, the process of scaffolding, and language learning models. ANOVA was used to test the hypothesis that reading achievement for participants was significantly different from nonparticipants and was also used to test the hypotheses of relationships between reading achievement and gender and socioeconomic status. Spearman correlation was used to test whether a relationship exists between the reported frequency of read-aloud sessions and achievement as well as a relationship between the length of time in the program and achievement. Findings from this study supported an achievement gap by socioeconomic status. However, findings failed to support a gender achievement gap and that program participation, length of participation, or the reported frequency of read-aloud sessions significantly impacted reading achievement among kindergarten students. A conclusion from this research is that just sending free books to children is not enough. Recommendations for action include registering more lower-income households, enriching the program with supplemental information or materials, and providing opportunities for parent education workshops. The implications for social change include greater awareness of early intervention strategies for reducing the achievement gap and enhancing literacy at an early age.

The reauthorization of the Individuals with Disabilities Act required that early intervention services for young children from birth to age 3 take place in their natural environment. However, limited research has been conducted on the impact of this requirement on the actual service providers who work within the home environments. Lewin's field theory on behavior, individual person, and the environment formed the theoretical framework for this descriptive case study, which examined the perceptions of developmental therapists on how their service is influenced by the inner-city home environment. Ten developmental therapists in a midwestern metropolitan city were interviewed about their beliefs and experiences on working within this environment and the influences of those beliefs and experiences on service delivery. Participants were members of a developmental therapy association of a Midwestern U.S. state who provided services in the inner city. Participant responses were transcribed, put into categories and assessed for themes. Five common elements within the inner-city environment were found to influence service delivery: (a) traffic of nonparticipants: (b) noise from TV, radio, and so on: (c) safety while traveling: (d) transient families: and (e) need for professional development. In addition, this study examined the providers' perspectives on their educational preparation to work in this setting. The results identified from this study provided the basis for a much-needed reform to the current professional development model and identified professional learning communities (PLC) as the guide to implement change. Incorporating PLCs can equip inner-city therapists with the ongoing support and training that is needed to provide services in a variety of environments, which increases the effectiveness of their service delivery while providing measurable outcomes and continuity of services for children. This study influences change at local and federal levels by reviewing current practices to effectively implement meaningful professional development.

Many researchers have documented that reading fluency scores continue to be a national concern for the United States and have suggested that early reading failure has long-term detrimental effects on society. However, much less is known regarding specific interventions that could reduce this concern. Investigators in other studies have suggested the development of early school-home partnerships to improve reading scores. The purpose of this quasi-experimental study was to evaluate the effectiveness of a systematic school-home intervention to improve reading fluency scores. Following the theoretical foundation of emergent literacy theory and Joyce Epstein's framework, the research question focuses on the association between reading fluency scores and early school-home communication. The intervention consisted of using informative memos, regular mailings of information to home address, and monthly newsletters to parents. Participants represented four kindergarten classes in a diverse northeastern US community (n = 85). Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was used to gather data. Analysis of Variance (ANOVA) revealed that there was a significant statistical difference in the reading fluency scores between the control and treatment groups. Based upon the observed increases in reading scores, the early school-home intervention was effective. It is suggested that schools apply this school-home communication intervention particularly in the early grades and encourage parent participation. These findings make an important contribution to social change by providing schools, parents, and school leaders with a systematic method to enhance reading performance by targeting students at an early age and their parents to promote long-term student success and enhance academic learning.

The purpose of the study was to compare the Peabody Picture Vocabulary Test (PPVT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in an effort to establish an estimate of the similarity between the two measures. The sample included 194 nine, ten, and eleven year old children referred to the University’s Psychological Clinic. There were 100 males and 94 females with a mean age of 10 years and six months. Out of the 194 children, 106 were white, 46 black and 42 of unknown race. Pearson Product Moment Correlations were performed between the PPVT IQ and the WISC-R variables. As a result of frequent clinical comparisons, t tests of the mean z scores between the WISC-R Verbal, Full Scale and Vocabulary measures and PPVT measures were also done. Correlations between the PPVT and WISC-R variables yielded validity coefficients significant at or beyond the .001 level. Generally the Verbal Scale variables correlated more highly with the PPVT than the Performance Scale variables. The analysis of the differences between the mean z scores indicated a significant difference between the PPVT and the Verbal, Full Scale and the Vocabulary variables. These differences were significant at or beyond the .01 level of confidence. Even though a significant was obtained between the mean scores, for practical use a direct interpretation would appear possible between the two tests in that the mean scores were within two IQ points of each other.

No description available.

No description available.

No description available.