Foster Literacy Skills Research Articles

Fostering Literacy Skills Through Authentic Integration in K-8 Music Classrooms

The natural rhythm and inflection of language offer multiple and authentic ways for music teachers to connect their curriculum with learning in English Language Arts (ELA). While still addressing the National Core Arts Standards, music teachers can connect with ELA skills such as reading, writing, and speaking-listening. In this article, we explore these interdisciplinary intersections and suggest ways in which music teachers can meaningfully and effectively design instruction for authentic integration throughout the K-8 grades. Our focus is to promote integrated music education as a form of professional learning for music teachers. By designing multimodal activities that focus on standards-based learning outcomes, they can also support student success across the curriculum.

The Importance of Social Capital in Developing Students' Literacy Skills in Elementary Schools

Instilling literacy skills from an early age has a significant impact in forming the basis of a child's development and leads to strong literacy skills in the future. This research aims to analyze the role of social capital in growing student literacy in elementary schools. The method used in this research is library research. The procedures for researching this literature are (a) formulating the problem, (b) collecting data, (c) evaluating the suitability of the data, (d) analyzing and interpreting relevant data, and (e) organizing and presenting the results. Recognition of the important role of social capital in fostering literacy skills from an early age in elementary school is key to ensuring that future generations have a strong literacy foundation that will help them succeed in their education and everyday life. This article explains the importance of social capital in fostering literacy skills from an early age through the role of family, school and community. The results of this research support that investing in social capital for students' literacy education has a long-term impact in improving their literacy skills in the future.

Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories

PurposeThis paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness.Design/methodology/approach This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress.Findings Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs.Originality/value The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.

Enhancing Language Services to Native American Children: A Look From the Inside

Enhancing Language Services to Native American Children: A Look From the Inside

Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia

ABSTRACT This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.

From Article to Action: Fostering Literacy Skills for Diverse Learners Across Learning Environments

From Article to Action: Fostering Literacy Skills for Diverse Learners Across Learning Environments

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Introduction Joint reading with young children is traditionally performed with printed books and, with an increased trend today, with E-books. In the electronic format the adult's role is sometimes diminishing, substituted by programmed control and increase in multimedia features. Past comparisons of the two media regarding their effects on literacy development yielded mixed results, with small to medium effect sizes, and depending on specific features of the E-books (Zucker, Moody, & McKenna, 2009). In addition to mixed procedures, varied populations, and literacy materials, there are also numerous differences between the compared media characteristics that are often not sufficiently detailed but generally described. In the following study the researchers attempt to list media differences that may affect media, child, and adult interactions. The term E-book (variously, electronic book, e-book, eBook, e-Book, ebook, digital book, or even e-edition) is reserved today to a book-length digital form publication that consists of text, images, and other multimedia features. The E-book is published on a computer-based platform, nowadays on tablet-like devices in various sizes and shapes that are specifically designed for reading (e.g., electronic readers, such as Kindle, Nook, etc.) or, general purpose (e.g., iPad, Asus, Galaxy, etc.). This paper is concerned with books for young children, usually containing one story and related graphics. The books are sometimes followed by literacy activities, either in electronic or printed formats. The electronic children book is usually dubbed an interactive For brevity, we will use the term E-book. Joint Book Reading and Literacy Growth Engagement during the preschool years in literacy related activities paves the way to the successful development of basic reading skills and more advanced literacy development (Senechal & LeFevre, 2001; Shatil, Share, & Levin, 2000). A major activity in the early years is joint book reading, when books are available and care givers understand their developmental potential. Studies that focus on quality of the interaction between parents and children while reading books show that during reading parents focus primarily on images, narrative content, and unfamiliar words, occasions that provide a more natural communication setting with the child. However, they almost never engage in activities that discuss the relationship between letters and sounds or provide information about language, thus limiting the ability of the child to learn the characteristics of print (Adams, 1991; Evans & Saint-Aubin, 2005; Hale & Winkeckler, 1993; Justice, Skibbe, Canning, & Lankford, 2005; Shapiro, Anderson, & Anderson, 1997; Shatil et al., 2000; Sulzby & Teale, 1991). Studies that combined story reading with successive activities, aimed at fostering literacy skills, supported literacy development more than just reading a story or just engaging in isolated literacy activities (Aram, 2006; Yaden et al., 2000). Also, children learn more when they are actively involved in shared story reading, rather than being passive listeners to a story (Ewers & Brownson, 1999; Haden, Reese, & Fivush., 1996). Children who were active during the reading session understood more and used more words from the story, compared with passive listeners (Senechal, Thomas, & Monker, 1995). E-Books that Support Literacy Growth Many commercial E-books do not necessarily promote language and literacy development among young children (De Jong & Bus, 2003; Korat & Shamir, 2004; Shamir & Korat, 2007). Studies have reported that the nature of an E-book can sometimes distract from the story itself (De Jong & Bus, 2002; Okolo & Hayes, 1996; Underwood & Underwood, 1996), because many of the incorporated options divert the child's attention from the text (Korat & Shamir, 2004). …

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children ( N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.

Fostering the Literacy of indigenous Elementary School-Age Children

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

Predicting Literacy and Social Skills of Time Spent in Child Care Centers Among Low-SES Kindergartners: The Role

This study investigates the role of the amount of time spent in center-based child care as a predictor of low-income children's (N = 138) literacy and social skills upon entrance to kindergarten, within the context of other child and family influences. Child care emerged as a significant predictor of mathematics and letter recognition skills, but did not predict social skills. Findings suggest that fostering literacy skills is critical in preparing low-SES children for school.