Supporting Literacy Development Research Articles

Parents' Literacy Beliefs, Home Literacy Activities, and Children's Early Literacy Skills: Stability and Progress Approaching First Grade.

This study explores the stability and progress of parents' literacy beliefs and home literacy activities and their relationships with their children's early literacy skills in their last year of preschool. Participants were 50 preschool children (M = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children's literacy development, parents' role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children's early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents' beliefs between the two time points, an increase in home literacy activities, progress in children's early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents' beliefs and home literacy activities in the fall with their children's early literacy skills in the spring. Further, the progress in parents' literacy beliefs between the fall and the spring correlated with their children's progress in early literacy skills, controlling for parents' education and children's age. This study highlights the importance of promoting parents' literacy beliefs and home literacy activities.

The Role of School Libraries in Enhancing the Interest and Initial Reading Abilities of Elementary School Students

This research delves into the role of school libraries in enhancing the interest and initial reading abilities of elementary school students. Using a literature review method, the study identifies that the school library is not merely a repository of books but a pivotal learning center crucial in shaping children's literacy. Findings indicate that creative programs such as book clubs, storytelling performances, and other literacy activities create an environment that stimulates students' reading interest, while access to diverse reading materials supports the development of initial reading skills. Integrated strategies of the school library with the curriculum and parental involvement also have a positive impact on shaping the literacy of elementary school students. The conclusion of this research underscores the need for increased investment and attention to the role of the school library as an educational agent supporting literacy development at the elementary level.

Initial characterization of print awareness in unhoused children.

This study provides an initial understanding of print awareness, a foundational literacy skill, in a group of 12 unhoused children at two shelters in a large urban setting. Children ranged in age from 4;1 to 8;0, representing grades associated with learning to read (i.e., pre-kindergarten to second grade). Findings indicate that the majority of children in this sample were significantly delayed in their acquisition of print awareness skills. Caregivers were surveyed regarding their beliefs about supporting literacy development and what would be beneficial for helping them in this area. Responses indicated that almost all caregivers believed that some literacy development should occur outside of the school setting and that it would be helpful if they (the caregivers) were taught both what skills to teach and how to teach them.

Supporting literacy development in kindergarten through teacher-facilitated play.

Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered and qualitatively analyzed to identify key perspectives and classroom practices that lead to the educators' successful facilitation of play to support literacy. Results of this study showed how different core literacy skills can be supported through different types of play, with each offering unique and critical opportunities for learning. Results also demonstrated how a multitude of core literacy skills can be supported through guided approaches to play, and begin to illustrate how teachers are facilitating a continuum of guided play to support literacy learning.

Effects of an AAC feature on decoding and encoding skills of adults with Down syndrome

Literacy skills can assist in the navigation and enjoyment of adult life. For individuals who have reached adulthood without strong literacy skills, opportunities for continued literacy learning are few. Redesigning AAC technologies to support literacy skill development could extend literacy learning opportunities for adults with developmental disabilities who have limited speech. The current preliminary study evaluated an AAC technology feature designed to support literacy development. The study used a multiple probe across participants design. Three adults with Down syndrome who had limited speech and only basic decoding skills participated. Results suggest the participants made modest gains in decoding accuracy after interacting using the AAC app with the literacy supportive feature, though performance was highly variable. Results also offer emerging evidence that, for two participants, some generalization to encoding performance may have also been achieved. Results showed that, for all the participants, interacting using the literacy supportive feature increased their reading confidence. Altogether, the study’s results show preliminary evidence that the feature can support adults with Down syndrome in their ongoing literacy learning, though access to formal instruction is still critical. Future research is needed to continue to explore this and other AAC technology redesigns to increase learning opportunities for the people who use the technology every day to communicate.

B6.2 Enabling Community Engagement to Support Literacy, Digital Literacy, and Numeracy Development for All Children

B6.2 Enabling Community Engagement to Support Literacy, Digital Literacy, and Numeracy Development for All Children

Supporting literacy development in two‐way immersion classrooms (Grades 3–5)

AbstractThis paper draws from a broader research project and reports on literacy program supports and instructional strategies in two‐way immersion (TWI) classrooms (Grades 3‐5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading exams and highlights commonalities across classrooms. Semi‐structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Common literacy practices emerged during data analysis and coding. Using grounded theory for qualitative analysis, two programmatic structures emerged: (1) Spanish and English literacy intervention and (2) coordination of literacy standards across languages. In addition, a focus on fluency and utilization of on‐grade level texts were identified as instructional strategies in classrooms. After describing how these structures and instructional strategies were utilized, this paper discusses implications for further research and practical application for literacy instruction in intermediate, and elementary TWI programs.

Creating Culturally Supportive Settings That Foster Literacy Development: Guidance for SLPs

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.

Peer Mentoring for First-Year Pre-Service Teachers via a Blended Community to Support Literacy Development

This article investigates how the second-year pre-service teachers mentored first-year pre-service teachers to develop their literacy skills via a blended community. While some researchers have investigated blended learning, such research has not focused on how face-to-face and online modes work together to support student learning. Using a qualitative approach, the cohort, consisting of 164 first-year pre-service teachers and five second-year peer mentors, participated in the study. A blended community was found to be significant where peer mentors were able to provide both face-to-face and online support to assist in literacy development. It was observed that within the community, that Non-English-Speaking Background (NESB) and English as a Second Language (ESL) pre-service teachers had particular needs which could be addressed by mentors.

Swedish as a Second Language Teachers’ Perceptions and Experiences with CALL for the Newly Arrived

The use of digital technology in the subject of Swedish as a second language (SSL) has increased in recent years. Schools in Sweden have received many newly arrived students due to the migration situation prevailing in contemporary European society. This article shares the findings of a study carried out on six SSL teachers’ perceptions and experiences of using digital technology for SSL with newly arrived students. Participants’ responses to interview questions were analyzed using thematic analysis. The findings indicated the following: participants negotiated the digital tools as an entry ticket for the newly arrived students to become engaged with the teaching, to support literacy development, and to aid communication. The findings also underscore the challenges that respondents struggled with in teaching using digital technology. Results suggest that although digital technology is a regular part of Swedish education, there is no clear research-based framework for computer-assisted language learning (CALL) in SSL education or teacher education that teachers can rely on, meaning that it is up to teachers themselves to uncover relevant uses of digital technology to support SSL teaching.

Generational Bridges: Supporting Literacy Development With Elder Storytelling and Video Performance

This paper describes our implementation of digital storytelling within a First Nations community elementary school in eastern Canada. Our aim with this project was to support community engagement in the school, while promoting literacy development, by inviting Elders to share their stories, both traditional and modern lived experiences, with children in a grade 4/5 split class. Positioned as a participatory action research project, anchored in Indigenous methodologies, the project was developed through meetings with community members to build on the strengths of the community. Reflections from students illustrate that working with Elders gave deeper meaning to the stories they heard and performed, and fostered greater engagement in literacy development.

Home and Clinical Literacy Practices for Children With Cleft Lip and Palate.

The purpose of this study was to examine experiences and practices related to supporting literacy development and preventing reading difficulties in children with cleft lip and/or palate (CL/P). Via online surveys, 67 respondents including 35 parents/guardians of children with CL/P and 32 speech-language pathologists (SLPs) answered questions about home literacy practices, clinical practices, and perceptions of SLPs' role in literacy. The variability in responses highlights both the positive contributions of parents/guardians and SLPs in supporting literacy development and preventing reading disabilities in children with cleft and the need for increased education and efforts to meet their literacy needs.

Trends

Trends

Voices of Refugee Mothers: Navigating the Complexities of Supporting their Preschool Children’s Literacy Development

The process of guiding young children to learn to read and write may hold unique challenges for refugee families who are transitioning to a new culture and a new language, yet areas of strength and resourcefulness may lead to successful literacy readiness for these young learners. This qualitative descriptive study examined refugee mothers’ (N = 9) literacy practices with their preschool aged children (3–5 years). The study goals were first, to explore the literacy practices among refugee families and their children, and secondly, to understand how these families navigated their new environments as they prepared their young children for school. Qualitative data collected via interviews indicated that the literacy practices of families varied and were mainly focused on storytelling and writing activities. The findings also suggested that mothers face challenges in promoting literacy due to lack of literacy resources. However, all the mothers highlighted that learning to read, write, and speak English were top priorities for their young children before starting school. Implications on effective strategies for supporting literacy development among refugee families with young children are discussed.

Understanding and Supporting Literacy Development Among English Learners: A Deep Dive Into the Role of Language Comprehension

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement. Yet in the United States, ELs’ reading achievement continues to lag behind that of their English-proficient peers. In this introduction, I discuss the need for research that centers the role of language comprehension among ELs for understanding and supporting their literacy achievement, highlight some of the key contributions made by the authors of articles that comprise this special topic collection, and offer several avenues that are ripe for future research.

Entry application software to identify the development of reading and writing vocabulary

The results of the reading literacy test for Indonesian children at national and international levels were low. Literacy tests are carried out by measuring aspects of understanding, using, and reflecting the results of reading in writing that contains vocabulary. Vocabulary is one of the important things that supports the development of student literacy. Thus, the vocabulary is important to study. This study identified the development of reading and writing vocabulary of junior and senior high school students. This research is descriptive quantitative. The data of this study were in the form of vocabulary derived from books of high school Indonesian students grade VII to grade XII based on the 2013 curriculum and the results of the writing of junior and high school students from grade VII to grade XII. Data were collected by entry application software. For data analysis, the linkage technique of comparing and contrasting was used. The results showed that the development of the number of Indonesian language entries in junior and high school student books was not good, tending to be stagnant. Compared with the results of similar studies in other countries, Indonesian language student books with the number of entries slightly less support literacy development include critical, creative, communicative, and collaborative thinking skills of junior and high school students. Conversely, the development of written vocabulary of middle school students has increased significantly.

Supporting Literacy Development through Movement

The purpose of this article is to provide a rationale to encourage physical educators to rethink supporting literacy development in their classrooms.

Phonological Awareness Assessment and Intervention Practices for Children Who Are D/deaf or Hard of Hearing

There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to assessment and intervention approaches used when working with children who are D/dhh. Survey responses from speech-language pathologists ( n = 80) and teachers of the deaf ( n = 94) indicated that the majority of respondents perceive PA to be important to literacy instruction with children who are deaf or hard of hearing. Notably there was a significantly higher average PA importance rating for literacy instruction with children with typical hearing than the PA importance rating for children who were D/dhh. There was wide variability in reported PA assessment and intervention practices. Participants reported using some assessments that included explicit items or subtests for PA including the following: Clinical Evaluation of Language Fundamentals, Comprehensive Test of Phonological Processing, and the Dynamic Indicators of Basic Early Literacy Skills. There was not general consensus on a particular instructional method or approach to support literacy development.

Home as a primary space: Exploring out-of-school literacy practices in early childhood education in a township in South Africa

Background: Early childhood education is essential in bridging home and school literacy practices; however, recognising the home as a literacy space remains a challenge to educators in South African schools. Aim: The aim of this article was to explore children’s literacy practices, often through play, and the potential implications this might hold for their future careers as readers and writers. The article conceptualises home as the primary domain where literacy develops. Setting: The study was conducted in a multilingual township in South Africa. Methods: We engage with key theories in sociocultural studies and new literacy studies, as well as key ideas from young children’s learning experiences with family members and peers during play. Methodologically, we undertook a case study in which we conducted interviews with parents, guardians and educators, as well as conducting home observations of the children’s literacy practices. Results: We confirmed that children’s out-of-school practices have the potential to support literacy development in school, and we concluded that children interact with multiple discourses during their everyday practices and play. Conclusion: Although there is a general lack of knowledge and understanding of these discourses by educators, these interactions have the potential to enhance schooled literacies.

Countering linguistic imperialism with stories in the languages of Africa: The African Storybook initiative as a model for enabling in and out of school literacies

Background: In South Africa, and in many other African countries, official language-in-education policy supports the use of learners’ primary language(s) in early schooling. In reality, texts in the language(s) of the former colonial power are dominant, with high-interest texts in languages familiar to young learners in short supply or non-existent. Where government education departments have begun to address this shortage, it is mainly by producing graded readers in the ‘standard’ variety of a language. Aim: The main aim of this paper is to demonstrate how quality texts can be provided in a wide range of African languages to stimulate children’s interest in reading, across the African continent and beyond. Setting: The African Storybook (ASb) initiative of the South African Institute of Distance Education (Saide) aims to provide illustrated texts in local languages and language varieties that enable children to read for pleasure and for learning. This is done through a publishing model that makes these texts available, cost-effectively, as needed, by teachers, librarians and caregivers. Methods: Internal reports, external evaluations, two interviews with the initiative’s co-ordinator and a review of selected texts on the ASb website provided data for analysis. Results: The analysis enabled reflection on the challenges faced and the successes achieved, identification of factors that have enabled many of the challenges to be addressed and finally consideration of what the initiative offers as a model for supporting literacy development in local languages. Conclusion: While the paper tells a story that includes elements of a cautionary tale, it is primarily a story that offers inspiration and guidance to other organisations already involved in, or wishing to embark on, the important project of providing texts for young readers in a wide range of languages.