Early Literacy Programme as Support for Immigrant Children and as Transfer to Early Numeracy

Autor/inn/en	Korat, Ofra; Gitait, Aviva; Bergman Deitcher, Deborah; Mevarech, Zmira
Titel	Early Literacy Programme as Support for Immigrant Children and as Transfer to Early Numeracy
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.672-689 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1273221
Schlagwörter	Foreign Countries; Immigrants; Children; Kindergarten; Emergent Literacy; Program Effectiveness; Phonological Awareness; Printed Materials; Knowledge Level; Computer Assisted Instruction; Cognitive Ability; Alphabets; Phoneme Grapheme Correspondence; Spatial Ability; Perceptual Motor Coordination; Language Skills; Color; Numeracy; Intervention; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Factor Analysis; Regression (Statistics); Israel + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Child; Kind; Kinder; Frühleseunterricht; Wissensbasis; Computer based training; Computerunterstützter Unterricht; Denkfähigkeit; Buchstabenschrift; Räumliches Vorstellungsvermögen; Körperkoordination; Language skill; Sprachkompetenz; Colour; Farbbezeichnung; Farbe; Rechenkompetenz; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to receive an intervention computer program focused on PA and print knowledge (letter names, letter-sound connections, and print knowledge) or a control computer program focused on general cognitive abilities (spatial perception, eye-hand coordination) and language skills (e.g. colours). Following the activity, greater improvement was found in PA, print knowledge, and numeracy in the intervention group compared to the control group. The intervention had a unique contribution to children's progress in the three variables, with no contribution for child's background. Furthermore, PA progress in the intervention group contributed significantly to children's numeracy beyond the intervention's contribution. Implications for education and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01