Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia

2019 ◽  
pp. 357-373
Author(s):  
Ivelina Borisova ◽  
Lauren Pisani ◽  
Amy Jo Dowd ◽  
Hsiao-Chen Lin
Keyword(s):  
Low Income ◽  
Literacy Skills ◽  
Low Income Countries ◽  
Language And Literacy ◽  
Early Language ◽  
Effective Interventions

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 34 (4) ◽  
pp. 205-214 ◽  
Author(s):  
Susannah A. Boyle ◽  
David McNaughton ◽  
Shelley E. Chapin
Keyword(s):  
Autism Spectrum Disorders ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Shared Reading ◽  
Language And Literacy ◽  
Early Language ◽  
Positive Effects ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.

scholarly journals “I Sometimes Ask Patients to Consider Spiritual Care”: Health Literacy and Culture in Mental Health Nursing Practice

2019 ◽  
Vol 16 (19) ◽  
pp. 3589 ◽  
Author(s):  
Adwoa Owusuaa Koduah ◽  
Angela Y.M. Leung ◽  
Doris Y.L. Leung ◽  
Justina Y.W. Liu
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Low Income ◽  
Cultural Practices ◽  
Psychiatric Hospitals ◽  
Literacy Skills ◽  
Screening Tools ◽  
Low Income Countries ◽  
Sociocultural Factors ◽  
Literacy Practice

While health literacy influences better outcomes of mental health patients, sociocultural factors shape the nature of the relationship. On this matter, little is known about how sociocultural factors affect health literacy practices of nurses, especially in low-income countries. This paper examines how local precepts, within culture and language, shape mental health nurses’ (MHNs) practice and understanding of patients’ health literacy level in Ghana. The study used a qualitative descriptive design involving 43 MHNs from two psychiatric hospitals. Conventional content analysis was used to analyze the data. Although the MHNs acknowledged the importance of health literacy associated with patients’ health outcomes, their practice was strongly attributed to patients’ substantial reliance on cultural practices and beliefs that led to misinterpretation and non- compliance to treatments. MHNs shared similar sociocultural ideas with patients and admitted that these directed their health literacy practice. Additionally, numerous health system barriers influenced the adoption of health literacy screening tools, as well as the MHNs’ low health literacy skills. These findings suggest MHNs’ direct attention to the broader social determinants of health to enhance the understanding of culture and its impact on health literacy practice.

Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support

2019 ◽  
Vol 39 (4) ◽  
pp. 238-249
Author(s):  
Adrienne Stuckey ◽  
Kizzy Albritton
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Oral Language ◽  
Instructional Support ◽  
Preschool Age ◽  
Future Research ◽  
Language And Literacy ◽  
Early Language ◽  
Screening Process ◽  
Preschool Age Children

Many recent studies about preschool early language and literacy skills utilize multiple assessments to identify young children who require additional multitiered instructional support. Although the use of a single screening instrument may be efficient but overidentify children in need of intervention, the universal administration of multiple diagnostic assessments can allow for greater precision but strain available local resources. This study explored the use of a multiple-gating screening procedure to identify preschool-age children from low-income backgrounds who exhibit early literacy and language weaknesses and may be in need of additional instructional support. A brief early language and literacy screening measure was administered to all children followed by an oral language diagnostic measure administered to a subset of children based on predetermined criteria. Findings suggest that the multiple-gating procedure decreased the rate of false positives and may be an effective screening approach for early childhood settings. Implications for future research are discussed.

On Designing Effective Caregiver Training Programs for Low Income Families

2010 ◽  
Vol 17 (2) ◽  
pp. 66-73 ◽  
Author(s):  
Janna B. Oetting ◽  
Sonja L. Pruitt ◽  
Shannon L. Farho
Keyword(s):  
Low Income ◽  
Prevention Program ◽  
Training Programs ◽  
Literacy Skills ◽  
Caregiver Training ◽  
Language And Literacy ◽  
Low Income Families ◽  
Children's Speech

In this article, we describe Tips About Talk, a group-based prevention program we created to increase low-income caregivers' knowledge and use of positive talking strategies to facilitate their children’s speech, language, and literacy skills. Following this, we present findings from a study that evaluated the effectiveness of the program and describe the changes we have made to our services based on these findings.

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