Facilitating Emergent Literacy: Efficacy of a Model That Partners Speech-Language Pathologists and Educators

Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

doi:10.1044/1058-0360(2011/11-0002)

Cited by 82 publications

(62 citation statements)

References 73 publications

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“…Finally, the three studies implementing curriculumbased language and literacy programs in preschools (Girolametto et al, 2012;Justice et al, 2010;Wilcox et al, 2011) reported positive results. For the two studies implementing a general use program for all children either over 30 weeks with 11 experimental (n ¼ 66) and 9 business-as-usual (n ¼ 72) classes (Justice et al) or with 10 trained (39 children) and 10 untrained (37 children) educators in workshops (4), class visits (3), and video feedback (Girolametto et al), significantly higher language and emergent literacy skills on standardized (Justice et al) or rating measures (Girolametto et al) were found for experimental compared to control groups.…”

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

“…A total of 8 studies were found reporting curriculum level SLP-educator partnerships aimed at enriching language models and improving access to the curriculum through language (see Table 1). Of these, 4 involved SLP-educator classroom collaborations for elementary school children (Bland & Prelock, 1996;Kaufman, Prelock, Weiler, Creaghead, & Donnelly, 1994;Drew, 1998;Farber & Klein, 1998), 1 involved SLP-educator consultative services for secondary school students (Starling et al, 2012), and 3 involved SLP-educator consultative services for preschool children (Girolametto et al, 2012;Justice et al, 2010;Wilcox et al, 2011). All of the studies compared experimental and control groups except one (Drew), but only 2 incorporated full randomization with either a balanced (Girolametto et al) or unbalanced design (Wilcox).…”

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

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SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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Background and aims: Increasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence. Main contribution: Papers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design. Conclusion and implications: Although much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice.

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Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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“…Current initial letter and letter-sound instruction includes teaching children to a) name letters, b) complete auditory tasks, listening for discrete sounds within a spoken word (phonemic awareness), and c) use pictures to learn letter-sounds [29]- [31]. These instructional strategies do not embody the print-to-sound process of decoding.…”

Section: The Problem Statementmentioning

confidence: 99%

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Wolf¹

2014

OJN

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Children's failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonantvowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.

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“…Esta constatação é bastante feliz já que a leitura pode realmente cumprir não apenas uma, mas muitas funções nas vidas das pessoas e essa exposição nos primeiros anos de vida escolar pode favorecer grandemente o desenvolvimento do hábito de leitura nas diferentes situações cotidianas. Porém, uma linha de investigação interessante seria buscar acompanhar as leituras e contações realizadas por professores ao longo de um ano escolar e verificar se realmente estão alcançando todos os objetivos, no sentido sugerido por Girolametto, Weitzman e Greenberg 15 . Parte dos participantes tanto da rede municipal quanto da rede particular de ensino relataram que seus conhecimentos sobre aquisição e desenvolvimento da linguagem é bom, outra parte descreveu como regular.…”

Section: Conclusãounclassified

“…Girolametto, Weitzman e Grenberg 15 afirmaram que existem várias habilidades, adquiridas antes da exposição a um método formal de alfabetização, que preparam crianças pequenas para a aquisição de leitura e escrita proficiente. (conceitos sobre texto escrito, consciência narrativa, consciência fonológica, vocabulário e linguagem oral).…”

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Conhecimento de professores sobre estimulação da linguagem via narração de histórias

Costa

Mariano

Oliveira³

et al. 2017

Distúrb Comun

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ResumoObjetivo: Este trabalho investigou o comportamento de contar histórias de professores e o preparo para a utilização das mesmas como entretenimento e como ferramenta de estimulação da linguagem. Métodos: 19 professoras de ensino infantil foram entrevistadas quanto a: 1) Formação e preparo para contar histórias; 2) Objetivos ao contar histórias; 3) Conhecimentos sobre aquisição e desenvolvimento da linguagem e atividades de estimulação. Resultados: Os dados revelam que as professoras realizam atividades de contação de histórias em suas práticas cotidianas com alta frequência, creem que tal atividade se destaca positivamente no desenvolvimento da linguagem oral e escrita da criança, assim como na estimulação da criatividade, da imaginação e da memória. Porém, apresentam parco conhecimento sobre como realizar o preparo das histórias e o próprio preparo para realizar a atividade, sobre desenvolvimento de linguagem infantil e sobre como operacionalizar a inserção de atividades intencionais de estimulação de linguagem na narrativa oral. Conclusão: os professores realizam atividades de narração de histórias em suas práticas cotidianas e acreditam ser fator fundamental no desenvolvimento da linguagem oral e escrita

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Facilitating Emergent Literacy: Efficacy of a Model That Partners Speech-Language Pathologists and Educators

Cited by 82 publications

References 73 publications

SLP-educator classroom collaboration: A review to inform reason-based practice

SLP-educator classroom collaboration: A review to inform reason-based practice

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Conhecimento de professores sobre estimulação da linguagem via narração de histórias

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