Early English Literacy Research Articles

Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships

AbstractFamilies play a critical role in promoting students’ literacy development. Family literacy practices refer to oral, written, and reading strategies that impart cultural traditions and knowledge of the world and that occur in the dominant or native language of a family. It is especially important for educators to understand and build upon such practices when working with multilingual, immigrant, refugee, or asylee students who are the first in their family to attend school in a new host country. Unfortunately, teachers frequently report they are at a loss as to how to engage with the adult guardians of these students on joint efforts to encourage reading in a second language. In this review, effective family literacy programs published in the last several decades reported in the U.S. or internationally are analyzed for how they promote early English literacy skills while honoring a family's native language and culture and simultaneously encouraging strong partnerships between homes, schools, and communities. Culturally sustaining pedagogical approaches reflected within these programs provide ideas for how to intentionally encourage future enhancements of family literacy programming and research.

Early English Literacy Acquisition and Learners’ Perspectives in Rural Multicultural Families: A Case Study

This study explores the learning experiences of five Grade 3 multicultural elementary school students living in a rural area of Korea, as they received instruction in English decoding. Having identified a gap in research regarding the students’ own perceptions of their learning experiences, the author conducted a two-month exploratory intervention at a Multicultural Family Support Center (MFSC) in an agricultural town in Gyeongsangbuk-do Province. Data were collected from the students, parents, and the MFSC staff through a demographic questionnaire, tests, individual child interviews, in-class work and homework, self-evaluation sheets, online Zoom lesson recordings, teaching and learning materials, informal talks, and a researcher journal. The content analysis findings indicate acquisition challenges related to a lack of spoken vocabulary, low Hangeul reading proficiency, and homework incompletion. Academic progress evidenced by the participants was found to be driven by friendship, learner commitment and confidence-building, highlighting the positive effect of affect in their language learning. Suggestions for effective English decoding instruction for these particular learners are discussed.

Systematic Review of Early English Literacy in ELL Children: What Do We Know from A Decade of Research

Early literacy is an integral aspect of young children’s learning. This review synthesizes existing empirical research evidence from the past decade, focusing on ELL children’s (aged 4 to 6 years) early English language literacy learning and the prevailing trends in the published literature. They were sourced mainly from three prominent databases. Manual selection of highly-cited studies was used as a complementary technique. Systematic exclusion and inclusion were performed and yielded 31 credible studies. The results report on researchers’ theorizing of early English literacy, dimensions of the body of knowledge, and research methodologies. The predictors and outcomes were examined within the lens of theoretical framework. To identify the emerging trends, the studies were analysed qualitatively. The findings were discussed in light of three main trends: (i) the apparent needs for an early English literacy model which captures both the concept of early literacy acquisition and second language learning, (ii) future research to acknowledge the multifaceted phenomenon of early literacy acquisition by employing nested research approach in a cross-discipline scope of research, and (iii) multiple ecological factors as important sources of individual differences. Despite the strength of the review approach to the past study identification, there are several limitations that should be considered. Among others, the representation of the children population in the selected studies which befalls heavily on certain geographical regions could cause bias in the coverage of knowledge. Keywords: early literacy; English language learners; ELL children; systematic review

Parents’ Perceptions of Their Young Children’s English Literacy Acquisition: A Narrative Inquiry

The purpose of this study is to explore the families’ perceptions of their contribution in promoting their young children’s early English literacy acquisition. The researchers used questionnaires and interview to collect the data. The researchers applied an in-depth open-ended interview to two families who have a role in promoting their children’s English literacy development. The researchers also applied questionnaires to support the data. The researchers used a survey to apply the questionnaire to the respondents. The result showed that most of the parents in Indonesia hadn’t given their awareness of their children’s early English literacy acquisition. Since English was categorized as the foreign language of Indonesian people, most of the families did their mother language (L1) at home with their children. Thus, there are two implications of this study. The first implication of this study is to increase the parents’ awareness of the benefit of implementing children’s early English literacy. The other implication for English Language Teaching is to help the teacher and school institution to have collaborated with the parents to increase the development of children’s early English literacy. Thus, the teacher can teach English easier and may achieve the learning goals which are very useful for all parties (parents, children, and teachers) in the future.
 

Concept of Word in Text: The Prerequisite in Early English Literacy for ESL Learners in Hong Kong

Research has shown that English literacy instructional practices such as direct teaching of phonemic awareness, phonics, vocabulary, comprehension, and writing are effective for teaching English as second language learners. Previous research on early reading acquisition has focused on phonological awareness—the ability to consciously attend to and manipulate the sound structure of spoken language. Nevertheless, a series of previous studies suggests that children’s ability to match spoken words to written words while reading is important in early reading acquisition. The purpose of this study was to examine a model of early literacy development in which children’s concept of word is assumed to facilitate the development of phonological awareness and sight vocabulary. In this study, 30 kindergarten children who learn English as a second language from two kindergartens in Hong Kong were assessed and compared on measures of alphabet knowledge, concept of word, syllable, and phoneme awareness and word recognition ability. The results essentially replicated a previous study by Morris and support the proposed model. The results have implications for beginning reading instruction for children with English as the second language and future research in early literacy acquisition.

Ready and Healthy for Kindergarten: A Bilingual Family Literacy Program in Primary Care.

To describe the development and pilot testing of a bilingual family literacy program (FLP) for dual language learners entering kindergarten implemented in a Federally Qualified Health Center (FQHC). The Ready and Healthy for Kindergarten program is an English-Spanish bilingual FLP that uses four parent and pediatrician-prioritized health topics to introduce early English literacy skills to families and promote health behaviors that are important for school readiness while encouraging maintenance of Spanish. We developed an FLP manual, conducted a 16-week single-arm pilot study, and modified the FLP based on family feedback and observation. We recruited 14 parent-child dyads for the pilot through clinician referral. All participating parents identified as Hispanic/Latino and 86% reported limited English proficiency. Two-thirds had less than a high school education. Seventy-one percent of families attended more than half of the sessions. Parents rated the FLP as highly acceptable. During implementation, we made substantive changes to the FLP including increasing the focus on promoting bilingualism, encouraging all participants to share their experiences with the health topics, helping parents identify literacy activities embedded in their daily health routines (e.g., lullabies), and distributing information on health resources. We developed and implemented an innovative bilingual FLP in an FQHC that was well-attended and acceptable to families. The FLP has the potential to be replicated in other primary care sites and our findings lay the groundwork for future studies on how to best leverage healthcare settings to promote equity in school readiness.

Early English Literacy Experiences of Korean Children: A Case Study of Phonics Learners

This study explores four Korean children’s learning experiences in early English reading and identifies their challenges from the children’s perspectives. The study draws on a larger research project with 14 children in Seoul. Among the participants, four second graders were selected as a focus group, who were found to have had much difficulty reading in English despite their prior phonics learning. Data were collected from the children and their parents from tests, interviews, informal talks, student work, parent diaries and research journal during a four-month exploratory intervention. Four themes emerged: (1) varying levels of difficulty in letter-sound correspondences, (2) lack of unfamiliar word reading practice, (3) neglect of sight word recognition, and (4) lack of supportive parental involvement. Based on these findings, this research suggests effective ways of assisting learners to become alphabetic readers and also to develop early English reading skills in a more balanced and holistic way.

Parental Homework Involvement in Early English Literacy: Challenges and Implications

This study explores the challenges experienced by Korean parents when they are asked to become involved in their young children’s English literacy homework. The study draws on a larger research project that explored the learning progress and associated challenges of primary-school-aged Korean learners when taking English decoding instruction and the difficulties that the parents face when helping their children at home. Data were collected through a four-month exploratory intervention in 2017 with 14 children and their 11 parents in Seoul. Diverse instruments were utilized in the collection and triangulation of data from the parents, including demographic questionnaires, parent interviews, parent diaries, informal talks, and a research journal. Data analyses revealed rich information about the emerging challenges related to parental involvement in their children’s English decoding homework assignments. These challenges generally clustered around three themes: (1) parental lack of familiarity with early English reading practices, (2) perceived lack of professional support, and (3) parents’ attitudes towards homework involvement. Suggestions for facilitating parental support and school-home connections are discussed in the light of these three themes.

Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual Differences.

Technology plays an increasingly important role in educational practice, including interventions for struggling learners (Torgesen et al., 2010; de Souza et al., 2018). This study focuses on the efficacy of tablet-based applications (see Word Reading, Grapholearn, and an experimental word-level program) for the purpose of supplementing early English literacy intervention with primary grades 1 and 2 children. The children were identified for learning support programs within Singaporean schools, which follow a bilingual policy, meaning children were learning reading in English plus an additional language. One hundred forty-seven children across seven schools participated (Mean age = 6.66). Within learning support classrooms, triplets of students matched on basic reading skills were randomly assigned to one of three groups: (1) phoneme-level, (2) rime-level, or (3) word-level focused interventions. All groups performed reading skills activities on iPads, across two phases over a 14-week period. Assessments for word reading accuracy and fluency, pseudoword decoding accuracy and fluency, and spelling were administered at four time points, pre- and post-intervention. Additional baseline measures were taken to assess individual differences in phonological awareness, orthographic awareness, general cognitive ability, statistical learning, and bilingual vocabulary knowledge. Mixed model analysis was conducted on the pre- to post-test measures across the two phases of the intervention (focused on accuracy then fluency). All groups made gains across the different literacy measures, while the phoneme-level intervention showed an advantage over the rime-level intervention, but not the word-level intervention, for decoding. There were also moderating effects of individual differences on outcomes. The general pattern of results showed an advantage of the word-level intervention for those with poorer phonological awareness for reading fluency; and a phoneme-level intervention advantage for those with poorer statistical learning ability. Children’s bilingual group (English plus Mandarin, English plus Malay, or English plus Tamil) also showed differential effects of the type of intervention (e.g., phoneme- or word-level) on different outcome measures. These results, along with data collected from the tablets during the intervention, suggest the need to examine the interplay between different types of technology-based interventions and individual differences in learning profiles.

The Effects of Digital Game-Based Learning on Early English Literacy Task for Non-Native Speakers

Despite the growing evidence for the benefits of digital game-based learning (DGBL) in promoting learning in various contexts, the effects of DGBL on...

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

The practices preschool teachers implement in their classrooms are vital in their students’ literacy development. Preschool teachers are always expected to implement research-based literacy practices to make sure children are ready to learn when they enter school. This multiple-case study intended to address four non-native in-service preschool English teachers’ practices in early literacy instruction. Data collection involved field notes and videotaping of classroom practices along with interviews and documents from ten full English lesson observations in each classroom. Data analysis began with identifying teachers' practices. A cross case analysis was also conducted. The results showed that even when four teachers were in the same school district, using different curriculum, and supported by the different principal, each interpreted and enacted literacy policy differently. The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals perceived that they were effectively applying early English literacy instruction, there was actually a divide between what teachers believed and what they implemented (their actual practice) in their classrooms. Besides, there was not enough interaction between teacher and children. However, the four preschool teachers mentioned in their interviews that they would like to be friends with their students.

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children.

The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners' literacy learning

The present study sought to investigate the effect of adopting synthetic multisensory phonics (i.e. Jolly Phonics) for teaching early English literacy skills on literacy learning of Iranian EFL young learners. To this end, 100 zero-beginners of English aged between 10 to 12 participated in this study. The participants were randomly assigned to either experimental or control classes. While the students in the control group were taught basic English literacy skills through the rote traditional phonics, the learners in the experimental group were taught English literacy via a synthetic multisensory phonics approach named Jolly Phonics. After a one-month English course, all the participants took a reading and a spelling test. A set of descriptive and inferential statistics were used to analyse students’ scores obtained from these tests. The results demonstrated that the experimental (Jolly Phonics) group had a better performance on the reading and spelling tests.