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Effects of an Emergent Literacy Intervention for Children with Language Impairments from Low Income Environments

Title: Effects of an Emergent Literacy Intervention for Children with Language Impairments from Low Income Environments.
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Name(s): Ziolkowski, Robyn Alane, author
Goldstein, Howard, professor directing dissertation
Al Otaiba, Stephanie Dent, outside committee member
Torgesen, Joseph, committee member
Scott-Trautman, Lisa, committee member
School of Communication, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2004
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: National Research Council statistics indicate that 40% to 75% of preschoolers with early language impairment develop later reading difficulties (RD). Children exhibiting decreased language abilities need ample opportunities to acquire the early foundations of literacy before entrance into formal education. This study explored the feasibility and effectiveness of an explicit phonological and print awareness intervention embedded within repeated (i.e., three times per week) shared book reading with preschool children from low income backgrounds with and without language impairments. A multiple baseline design across behaviors demonstrate that embedded phonological awareness practice was related to changes in emergent literacy skills in preschool children at risk for RD. Specifically, rhyme intervention resulted in improvements in weekly rhyme production and rhyme identification tasks. Initial sound intervention resulted in improvements in alliteration and initial sound fluency tasks. Replications were demonstrated within and across all 23 participants (10 considered at risk and 13 considered high risk). Additionally, this study examined novel word-learning abilities in the same cohort of preschool children at risk for RD. Children with and without language impairments demonstrated the ability to learn novel words after incidental exposure. Words exposure was carefully controlled to contrast one vs four exposures during repeated shared book reading without adult highlighting or discussion. An alternating treatments design indicated there were no differences in the amount of words learned when exposed one-time vs. four-times per reading. In addition, an examination of the levels and degrees of word learning based on book-specific receptive, expressive, and decontextualized vocabulary assessments revealed significant pre-post differences in word learning on all measures. Children with language impairments demonstrated the ability to learn novel words incidentally after three repeated shared book readings, but children with higher language abilities learned more words. Gains on standardized measures of receptive and expressive vocabulary were also demonstrated. Findings confirm that embedding an explicit phonological and print awareness intervention into the context of repeated storybook reading results in gains in emergent literacy skills for children at risk for RD. Further, children with and without language impairments can increase their level of vocabulary knowledge by simply listening to stories containing novel words even with relatively few exposures.
Identifier: FSU_migr_etd-0482 (IID)
Submitted Note: A Dissertation submitted to the Department of Communication Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Degree Awarded: Fall Semester, 2004.
Date of Defense: Date of Defense: November 5, 2004.
Keywords: Literacy Intervention Children with Language Impai, Emergent Literacy Intervention Children At-Risk, Emergent Literacy Intervention
Bibliography Note: Includes bibliographical references.
Advisory committee: Howard Goldstein, Professor Directing Dissertation; Stephanie Dent Al Otaiba, Outside Committee Member; Joseph Torgesen, Committee Member; Lisa Scott-Trautman, Committee Member.
Subject(s): Communication
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0482
Owner Institution: FSU

Choose the citation style.
Ziolkowski, R. A. (2004). Effects of an Emergent Literacy Intervention for Children with Language Impairments from Low Income Environments. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-0482