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Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile

Title: The Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile.
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Name(s): Pallante, Daniel H., author
Kim, Young-Suk, author
Type of Resource: text
Genre: Text
Date Issued: 2012-09-17
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow-up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter-naming fluency). First-grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.
Identifier: FSU_libsubv1_scholarship_submission_1460569589 (IID), 10.1080/00207594.2012.719628 (DOI)
Keywords: Multicomponent literacy instruction, CLLIP, Spanish, Chile, Collaborative Learning
Preferred Citation: Pallante, D. H. and Kim, Y.-S. (2013), The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile. International Journal of Psych, 48: 747–761. doi: 10.1080/00207594.2012.719628
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460569589
Owner Institution: FSU
Is Part Of: International Journal of Psychology.
Issue: iss. 5, vol. 48

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Pallante, D. H., & Kim, Y. -S. (2012). The Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile. International Journal Of Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460569589