Promoting language and literacy skills in the early years: lessons from interdisciplinary teaching and learning

Abstract

The recent focus on joint training programmes to support the development of interagency/interdisciplinary collaboration places considerable emphasis on interprofessional education at undergraduate and postgraduate level. It is therefore important to ensure that interprofessional learning is embedded in Continuing Professional Development (CPD) and that professionals across health and education who work together to support children with communication problems can develop a better understanding and appreciation of each other's roles . This paper presents the findings from a study of interdisciplinary training for early years practitioners aimed at improving identification, understanding and practical support for children at risk of language and literacy difficulties (Wood, Wright and Stackhouse, 2000). Specific activities designed to facilitate interdisciplinary learning are presented and what the practitioners on the courses took away in terms of knowledge, skills and attitude is discussed.

The Effects of Colorful Worlds of Sounds Program on Phonological Awareness of Preschool Children

“…Bu üç özellik erken okuma yazma becerilerini oluşturmaktadır. Yapılan çalışmalar okuma yazma becerilerini elde edebilmek için bilişsel, fiziksel, sosyal ve duygusal gelişim becerilerin yanında fonolojik farkındalık becerisinin de önemli olduğunu göstermektedir (Anthony ve Francis, 2005;Burns, Roe ve Ross, 1992;Chard ve Dickson, 1999;Durgunoğlu ve Öney, 1999;Goswami ve Bryant, 1990;McGee ve Morrow, 2005;Torgesen, Morgen ve Davis, 1992;Wright, Stackhouse ve Wood, 2008). Alanyazında farklı yöntemlerle ve farklı alfabetik dillerde yapılan çalışmalarda, okuma-yazma gelişimi (literacy development) ile fonolojik/sesbilimsel farkındalık arasında güçlü bir ilişki olduğu görülmektedir (Chaney, 1992;Dickinson ve Snow, 1987;Justice ve Ezell, 2001;Lundberg, Olofsson ve Wall, 1980;Whitehurst ve Lonigan, 1998).…”

Rendimiento académico, lenguaje escrito y motivación en adolescentes españoles

“…Al igual que otras investigaciones desde edades tempranas (González & Delgado, 2009;Wright et al, 2008), los resultados del presente estudio defienden también la relación de la lectoescritura con el rendimiento académico. Se ha encontrado que la comprensión lectora es un fuerte predictor del rendimiento académico en la adolescencia, incrementándose su relación con la edad.…”

“…Sin embargo, los estudios que relacionan el lenguaje escrito y el rendimiento académico son más escasos (Kern & Friedman, 2009). Algunos estudios señalan la importancia de la intervención en edades tempranas del lenguaje escrito de manera sistemática para mejorar significativamente el rendimiento académico a lo largo de la escolaridad (González & Delgado, 2009;González, Martín, & Delgado, 2012;Wright, Stackhouse, & Wood, 2008). La mayoría de estos estudios encuentran que los estudiantes más hábiles en lectura y escritura alcanzan desde edades tempranas mejores resultados en rendimiento académico, y presentan posteriormente menos problemas en el aprendizaje escolar.…”

“…Por tanto, se conoce la relación entre rendimiento académico y motivación (Barca et al, 2012;Cury et al, 2006;Hustinx et al, 2009;Miñano & Castejón, 2008;Navas et al, 2012). También se ha investigado la relación entre rendimiento académico y lenguaje escrito en edades tempranas (González et al, 2012;González & Delgado, 2009;Wright et al, 2008), así como la relación entre motivación y lenguaje escrito (García & Fidalgo, 2004;González & Martín, 2016;Martínez-Cocó et al, 2009;Taboada et al, 2009). Sin embargo, no son muy frecuentes los estudios que analizan la relación conjunta de la motivación de logro y la lectura y la escritura con el rendimiento académico en la adolescencia, y cuando se estudia, la motivación no se considera como un factor general relacionado con el logro académico, sino más bien como un factor específico relacionado con una tarea concreta.…”

Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

“…The majority of studies carried out in this area suggest that learning difficulties can be addressed through changes to the curriculum at an early age, specifically by prioritizing a systematic approach to learning to read and write (Baroccio & Hagg, 1999; Brand & Dalton, 2012; Brown, Scull, Nolan, Raban, & Deans, 2012; Burns et al, 1999; Dunphy, 2012; Elliott & Olliff, 2008; Swartz et al, 2003; Vadasy & Sanders, 2008; Wright, Stackhouse, & Wood, 2008). Research in different languages indicates that such an approach to the teaching of reading and writing would focus on the development of phonological awareness and oral language, and specifically on phonological, semantic, and syntactic and morphological development (Babayiğit & Stainthorp, 2011; Beauchat, Blamey, & Walpole, 2009; Brand & Dalton, 2012; Ford, Cabell, Konold, Invernizzi, & Gartland, 2013; González, Martín, & Delgado, 2011, 2012; Hipfner-Boucher et al, 2014; Jiménez et al, 2004; Pullen & Justice, 2003; Roberts, 2005; Schaadt, Pannekamp, & van der Meer, 2013; Scheffner, Hammer, Farkas, & Maczuga, 2010; Swartz et al, 2003; Vadasy & Sanders, 2012; van Weerdenburg, Verhoeven, van Balkom, & Bosman, 2009; White, 2011).…”