Early Literacy Instruction in a Dual-Language (Spanish—English) Kindergarten

2006 ◽  
Vol 27 (2) ◽  
pp. 67-82 ◽  
Author(s):  
Barbara Culatta ◽  
Maren Reese ◽  
Lee Ann Setzer
Keyword(s):  
Early Literacy ◽  
Literacy Instruction ◽  
Dual Language ◽  
Early Literacy Instruction

Making a Difference in the Classroom with Early Literacy Instruction

2001 ◽  
Vol 33 (6) ◽  
pp. 8-14 ◽  
Author(s):  
Sylvia B. Smith ◽  
Scott Baker ◽  
Mary Karen Oudeans
Keyword(s):  
Early Literacy ◽  
Literacy Instruction ◽  
Making A Difference ◽  
Early Literacy Instruction

scholarly journals Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis

2008 ◽  
Vol 18 (3) ◽  
pp. 289-295 ◽  
Author(s):  
Stefan Samuelsson ◽  
Brian Byrne ◽  
Richard K. Olson ◽  
Jacqueline Hulslander ◽  
Sally Wadsworth ◽  
...  
Keyword(s):  
United States ◽  
Genetic Analysis ◽  
Early Literacy ◽  
Literacy Instruction ◽  
The United States ◽  
Behavioral Genetic ◽  
Early Literacy Instruction

Goodrich et al. Embedded Executive Function Strategy Instruction

2021 ◽  
Author(s):  
John Marc Goodrich ◽  
Peng Peng ◽  
Janet Bohaty ◽  
Lauren Thayer ◽  
Sergio Leiva
Keyword(s):  
Executive Function ◽  
Early Literacy ◽  
Literacy Instruction ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Control Group ◽  
Evidence Based ◽  
Treatment Groups ◽  
Function Strategy ◽  
Early Literacy Instruction

Prior research indicates that training aspects of executive function (EF; e.g., working memory) does not generalize beyond tasks that are closely aligned with the training (e.g., Melby-Lervåg & Hulme, 2013). However, such evaluations of training EF to improve performance in related areas of cognitive development (e.g., academic skills) have not utilized EF training paradigms in the context of evidence-based academic skills instruction. Therefore, the purpose of this pilot study was to evaluate the potential for embedding EF training within evidence-based early literacy instruction for young, at-risk dual language learners (DLLs). Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF training (EL+EF group). The EL+EF group significantly outperformed the BAU control group for two outcomes (vocabulary and syntax skills), and significantly outperformed the EL group on one outcome (syntax). Interaction effects suggested that early literacy instruction, regardless of embedded EF supports, was most effective for children with low pretest EF. In contrast, the added benefits of embedded EF training beyond the effects of early literacy instruction alone were largest for children with high pretest EF. Implications for academic-cognitive hybrid interventions are discussed.

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