• Login
    View Item 
    •   Shocker Open Access Repository Home
    • Graduate Student Research
    • ETD: Electronic Theses and Dissertations
    • Dissertations
    • View Item
    •   Shocker Open Access Repository Home
    • Graduate Student Research
    • ETD: Electronic Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Enhancing head start children's early literacy skills: an investigation of intervention outcomes

    View/Open
    Dissertation (585.1Kb)
    Date
    2006-12
    Author
    Whiting, Emily Marie
    Advisor
    Hodson, Barbara Williams, 1937-
    Metadata
    Show full item record
    Abstract
    The primary purpose of this study was to implement and evaluate two instructional programs designed to enhance early literacy skills of pre-kindergarten 4-year-olds enrolled in Head Start. A second goal was to compare literacy task assessment measures of three instructional groups, (1) explicit literacy instruction (ELI; N= 26), (2) shared book reading (SBR; N = 25), and (c) no specialized treatment (NST; N = 29), prior to the onset of treatment and again 15 weeks later. Pre-treatment group differences on measures of early literacy and receptive vocabulary were not significant. Intervention for the ELI group focused on providing explicit, systematic, developmentally appropriate instruction to enhance phonological awareness skills and increase alphabet knowledge. The SBR intervention, which focused on enhancing oral language, involved scaffolding strategies. Children in the two intervention groups received instruction two times per week for 15 weeks. Post-treatment outcome measures obtained for these two groups were compared with each other and also with scores of children in the NST group who received Head Start standard curriculum instruction only. ANOVA results indicated that post-treatment scores for the ELI group were significantly better than those of the other two groups on overall primary literacy measures and for the phonological awareness component, but not for alphabet knowledge. Differences between the SBR and NST groups were not significant for any measures. These results indicate that explicit, systematic early literacy instruction can improve Head Start children's literacy scores.
    Description
    Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders.

    "December 2006."

    Includes bibliographical references (leaves 79-90)
    URI
    http://hdl.handle.net/10057/546
    Collections
    • CHP Theses and Dissertations
    • CSD Theses and Dissertations
    • Dissertations

    Browse

    All of Shocker Open Access RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsBy TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsBy Type

    My Account

    LoginRegister

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    DSpace software copyright © 2002-2022  DuraSpace
    DSpace Express is a service operated by 
    Atmire NV