Literacy Connections: Early Literacy Interventions for Young Children from At-Risk Populations

Persistent Link:
http://hdl.handle.net/10150/337295
Title:
Literacy Connections: Early Literacy Interventions for Young Children from At-Risk Populations
Author:
Robinson, Felicia Amelia
Issue Date:
2014
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Children who have experienced developmental, social, or economic risks may benefit more from attending high-quality preschool intervention programs than their more advantaged peers; thus, programs that have delivered high-quality experiences may have served as a protective factor for these children to help reduce the achievement gap that has existed at school entry. The overarching purpose of this dissertation was to examine best practice in providing systemic early literacy interventions as a protective factor against school failure for young at-risk children. The three studies comprising this dissertation included analyses of systemic early literacy interventions for young children at risk of reading and school failure due to (a) developmental delays, (b) low socioeconomic status, or (c) English language learner status. Consistent with previous literature, the researcher found that children participating in a responsive early literacy intervention program were better prepared for kindergarten than were non-participating peers. Responsive early literacy interventions were defined as purposeful instruction designed to meet the educational needs of children by implementing an embedded-explicit or balanced approach to teaching. Attendance in high-quality early education programs - especially for children from disadvantaged backgrounds - was linked to lasting effects on indicators related to student achievement.
Type:
text; Electronic Dissertation
Keywords:
Early Literacy Intervention; Responsive Literacy; At-Risk Preschoolers; Special Education
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Maker, Carol June

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleLiteracy Connections: Early Literacy Interventions for Young Children from At-Risk Populationsen_US
dc.creatorRobinson, Felicia Ameliaen_US
dc.contributor.authorRobinson, Felicia Ameliaen_US
dc.date.issued2014-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractChildren who have experienced developmental, social, or economic risks may benefit more from attending high-quality preschool intervention programs than their more advantaged peers; thus, programs that have delivered high-quality experiences may have served as a protective factor for these children to help reduce the achievement gap that has existed at school entry. The overarching purpose of this dissertation was to examine best practice in providing systemic early literacy interventions as a protective factor against school failure for young at-risk children. The three studies comprising this dissertation included analyses of systemic early literacy interventions for young children at risk of reading and school failure due to (a) developmental delays, (b) low socioeconomic status, or (c) English language learner status. Consistent with previous literature, the researcher found that children participating in a responsive early literacy intervention program were better prepared for kindergarten than were non-participating peers. Responsive early literacy interventions were defined as purposeful instruction designed to meet the educational needs of children by implementing an embedded-explicit or balanced approach to teaching. Attendance in high-quality early education programs - especially for children from disadvantaged backgrounds - was linked to lasting effects on indicators related to student achievement.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectEarly Literacy Interventionen_US
dc.subjectResponsive Literacyen_US
dc.subjectAt-Risk Preschoolersen_US
dc.subjectSpecial Educationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, Carol Juneen_US
dc.contributor.committeememberMaker, Carol Juneen_US
dc.contributor.committeememberTaylor, John L.en_US
dc.contributor.committeememberLiaupsin, Carl J.en_US
dc.contributor.committeememberPirtle, Jody M.en_US
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