Browsing by Subject "Early Literacy"
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Item Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0(2014-06) Besner, AmandaLearning to read is a lifelong skill that begins during early childhood. There are a number of foundational skills that children should have before they start kindergarten in order to ensure that they are able to be successful during later reading instruction. These skills are often referred to as early literacy skills, include skills such as expressive and receptive vocabulary. It is critical to identify preschool children with delays in vocabulary and provide them with additional instruction. The screening process involved in a Response to Intervention (RTI) framework provides a means for identifying students who need addition instruction. The purpose of this study is evaluate to two different screening measures of vocabulary in order to evaluate their classification accuracy, or their ability to discriminate between students who need additional instruction or those who are making adequate progress in the general classroom. Classification accuracy of the two versions of Picture Naming differed by analysis, with Picture Naming 1.0 demonstrating greater sensitivity and specificity, while Picture Naming 2.0 demonstrated a higher AUC value and more promising ROC curve.Item The effects of progress monitoring and consultation on emergent literacy performance as measured by the individual growth and development indicators.(2009-08) Hollman, Alisha KayAn increased emphasis on data-based decision making has resulted in pressures on educational institutions to find new and innovative ways to reach and assess students at younger and younger ages. At the preschool level progress-monitoring tools are being utilized to inform instruction and intervention, and ideally, improving student outcomes. The purpose of the current study was to examine the effects of progress monitoring, both with and without the addition of a consultation model on student performance as measure by the Individual Growth and Development Indicators (IGDIs) with preschool aged students. Research questions, including: To what extent does the administration of the IGDIs measures as progress monitoring tools alone have an effect on student achievement both with and without consultation, and how does disability status moderate these findings are addressed. Additionally, this study intended to qualitatively assess teacher pedagogy as a function of progress-monitoring. Participants were 150 preschool students, ages 3-5, enrolled in either urban or suburban early childhood education programs including Early Childhood Special Education (ECSE), Early Childhood Family Education (ECFE), YMCA preschool, High Fives, YWCA preschool, school readiness or private preschool. ANOVA, Hierarchical Multivariate Linear Modeling (HMLM) and effect size analyses were used to examine the relationship between progress monitoring (both with and without consultation) and student performance. Results suggest progress monitoring as an intervention resulted in positive effects on student achievement compared to Control, while progress monitoring with the addition of a behavioral consultation model produced positive effects on student achievement compared to Control, but not above and beyond the effects of progress monitoring alone. When these results were further examined by disability status, results indicated mixed findings suggesting future studies investigating progress monitoring with students with disabilities is warranted. Implications for best practice, merits and limitations and directions for future research are also discussed.Item Ojibwe Immersion Early Literacy(2015-05) Haskins, Michelle PThe Common Core Standards for Wisconsin provides specific discipline areas in which demonstrate a level of proficiency for all students. This ethnographic study examines how meeting these standards for language arts in reading and writing conflicted with the cultural and social norms in an Ojibwe immersion environment for Anishinaabe early learners of text. The significance of this project was to identify and understand the adaptations that were necessary in order to provide students with the ability to acquire foundational reading skills in a second language where Ojibwe culture is directly embedded. The culturally appropriate adaptations are described in detail through the analysis of data collected. The superimposition of the standards for reading and writing does not acknowledge, nor does it reflect the value system of the Indigenous people whose culture and history are entwined in oral tradition, also where a considerable shortage in literature is prevalent. Suggested research include the careful thought of cultural appropriateness in using traditional storytelling in print and what ethical discussions are necessary to provide Ojibwe immersion schools with language arts curriculum to meet the recent educational standards mandated by state and federal officials while never losing site of the distinct identity of the Anishinaabeg.