Early literacy and child wellbeing
Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills
Bibliographic Data
| ID | 21722205 |
|---|---|
| Authors | Melissa Derby (0000-0002-0962-6267, AUT University, New Zealand, corresponding author), A Macfarlane (0000-0002-9041-4113, University of Canterbury), Gail Gillon (0000-0001-9501-8147, University of Canterbury) |
| Year | 2022 |
| Volume | 22 |
| Issue | 2 |
| Pages | 254-278 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1468798420955222 |
| OpenAlex | W3087288872 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted of two main areas of focus – one, named Rich Reading and Reminiscing (RRR), concentrated on stimulating children’s oral language skills, and the other, called Stimulating Sound Sensitivity (SSS), aimed to generate shifts in children’s phonological awareness abilities. Data sets were gathered with eight children and their families over a twelve-week period, which corresponded with the duration of the intervention. A final set of data was collected six months after the intervention ceased. The study employed a crossover design, where four children and their families participated in the RRR component of the intervention, which ran for six weeks, followed by the SSS portion of the intervention. The remaining four children participated in the same parts of the intervention but in reverse order of delivery. The crossover approach established a control in the study, and allowed the effects of each part of the intervention on the children’s early literacy skills to be more clearly revealed. This paper reports on two children – one from each cohort – whose results are evidence of the efficacy of the intervention in advancing key aspects of children’s foundational literacy skills
Developmental psychology · Literacy · Numeracy · Pedagogy · Phonological awareness · Vocabulary · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development
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On the Efficacy of Reading to Preschoolers
Ecological influences of the home and the child-care center on preschool-age children's literacy development
Stories, Coupons, and the TV Guide
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Cross-language transfer of phonological awareness
The comprehensive language approach to early literacy
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |