Four stories about literacy. Evidence for a whole child/whole language approach. Kathy Hirsh-Pasek, PhD. Temple University. Story 1 :. E-books as conversation blockers. Introduction.
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Evidence for a whole child/whole language approach
Kathy Hirsh-Pasek, PhD.
E-books as conversation blockers
E-books thwart the kind of conversations that build great readers
They might (?) be good for learning individual vocabulary -- but they don’t promote the kind of reading that encourages a love of books.
Collins, M., Parish, J., Hirsh-Pasek, K., & Golinkoff, R. (in preparation) Electronic Books:
Boon or Bust for Interactive Reading
Moving beyond the words
Reading => good vocabulary
It does not mean that:
Good vocabulary alone => reading
Do good language skills overall predict reading better than does vocabulary alone?
1. Was oral language at 54 months directly related to reading scores in 1st grade?
2. Was oral language best defined through vocabulary or through broader language skills?
Remember studying words for the SATs??
It’s all about the story!
Telling stories in a classroom and at home helps to build the strong language skills that support early literacy and reading.
We all have stories to tell and need to tell them to our children and to model them for the parents and children in our charge.
What was it like when you were young?
Who did you see in the market today?
Play = Learning
•HARVEY F. BELLINThe Media Group of Connecticut
•DR. DOROTHY SINGERPROF. JEROME SINGER
Yale University Family TV Center
•A two-year study to develop a video-based program of playful learning games to strengthen emergent literacy skills of at-risk 4-5 year-olds from low-income families in any childcare setting.
Video/DVD Program for Preschool Children
• Five learning games played by ‘real people’ children and their parent or teacher.
• Playfulanimations and interactive challenges to young viewers.
(1) RHYME STORE
Phonological awareness: Rhymes, words ending with the same sound.
Explains program premise,and models dialogic reading.
(5) TRIP TO MARS
Print Knowledge: Parts of a book, direction of reading text. Vocabulary.Emergent writing. Story structure.
(4) BIRTHDAY PRESENTS
Phonological awareness: Alliterations, words that start with the same letter and sound.
METHODOLOGY Test Preschoolers in Parent, Teacher & Home Care Settings
• Pre-test children’s emergent literacy skills.
• With no prior training, adults use program with children for two weeks.
• Post-test emergent literacy skills. Conduct focus groups. Compare pre/post.
YEAR 1: LOCAL (New Haven, CT)
• 179 Children(Mean Age: 4.07 years)• 91 Adults(Parents, Teachers, Home Care)
Randomly Assigned to:
• Experimental Group (91 children)
• Control Group (85 children)
LOCAL: 41.8% Gain
NATIONAL: 21.0% Gain
ALPHABET LETTERS (Print Knowledge)(Means: How many of 26 letters can child identify)
LOCAL: 28% Gain
NATIONAL: 33% Gain
MAKING RHYMES (Phonological Awareness) (Percentage of children who can make rhymes)
LOCAL: 12% Gain
NATIONAL: 14% Gain
WRITE NAME (Emergent Writing) (Percentage of children who can write their name)
Singer, D. & Belin, H. Video-Based Play Intervention to Strengthen Emergent Literacy of At-risk PreschoolersIn Singer, D., Golinkoff, R. M., & Hirsh-Pasek, K. (Eds.) (in press). Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York, NY: Oxford University Press.
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