The Language and Literacy Development of Head Start Children: A Study Using the Family and Child Experiences Survey Database

2010 ◽  
Vol 41 (1) ◽  
pp. 70-83 ◽  
Author(s):  
Carol Scheffner Hammer ◽  
George Farkas ◽  
Steve Maczuga
Keyword(s):  
Head Start ◽  
Literacy Development ◽  
Language And Literacy ◽  
The Family ◽  
Head Start Children ◽  
Language And Literacy Development

The Effects of an Early Reading Curriculum on Language and Literacy Development of Head Start Children

2003 ◽  
Vol 18 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Lucy Hart Paulson ◽  
Karen L. Kelly ◽  
Stacia Jepson ◽  
Rick van den Pol ◽  
Rhea Ashmore ◽  
...  
Keyword(s):  
Head Start ◽  
Literacy Development ◽  
Early Reading ◽  
Language And Literacy ◽  
Reading Curriculum ◽  
Head Start Children ◽  
Language And Literacy Development

Autobiographical memories of early language and literacy development

2004 ◽  
Vol 14 (1) ◽  
pp. 113-140 ◽  
Author(s):  
Judith C. Lapadat
Keyword(s):  
Narrative Analysis ◽  
Literacy Development ◽  
Language And Literacy ◽  
Early Language ◽  
Childhood Experiences ◽  
The Family ◽  
Negative Perceptions ◽  
Language And Literacy Development ◽  
Perceptions Of School

The aim of this study was to apply a narrative, autobiographical approach to inquiry into the acquisition of language and literacy. This article reports the results of a qualitative analysis of nine women's written recollections of their early language and literacy development, as rooted in family, cultural, school, and community experiences and contexts, and the meanings they give to these memories. In these narratives recounted by adults about their childhood experiences, the stories are weighted with their own interpretations, and the events selected for retelling are ones that, on reflection and in the light of subsequent experience, they have come to see as formative in their lives. Key themes that participants discussed relate to the centrality of the family, their self-descriptions as avid readers, their negative perceptions of school, and their perceptions about the role of culture. Two contributions of this study are that it methodologically complements traditional observational approaches to language acquisition research, and that voices from underrepresented communities are heard. (Language Development, Literacy, Adult Learning, Narrative Analysis, Autobiographical Approach, Qualitative Research)

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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