Literaturnachweis - Detailanzeige
| Autor/inn/en | Hilbert, Dana D.; Eis, Sarah D. |
|---|---|
| Titel | Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten |
| Quelle | In: Early Childhood Education Journal, 42 (2014) 2, S.105-113 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-3301 |
| DOI | 10.1007/s10643-013-0588-3 |
| Schlagwörter | Early Intervention; Emergent Literacy; Low Income Groups; At Risk Students; Preschool Children; Federal Programs; Program Effectiveness; Vocabulary Development; Phonological Awareness; Reading Comprehension |
| Abstract | The purpose of this study was to describe the characteristics and findings of an early literacy intervention program implemented to facilitate the development of critical emergent literacy skills among children identified as low-income and at-risk in the context of collaborative, pre-kindergarten/Head Start classrooms. Using data from a sample of pre-Kindergartners (n = 154), the intervention reveals the effectiveness of early literacy intervention in the areas of vocabulary, phonological awareness, and print knowledge. The study suggests the possibility of preventing literacy delays and referrals for specialized, special education services for young children through early intervention at the preschool level. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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