Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children Pub Date : 2020-10-01 DOI:10.1097/IYC.0000000000000175

Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn

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Abstract

It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.

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运用环境改造与教师中介提高幼儿全纳素养行为

在正式的阅读教学开始之前，将读写概念融入儿童发起的选择中心被认为是一种推荐的做法。本研究的目的是确定环境改变和教师介导的识字干预是否会增加儿童在课堂自由选择时间内的识字行为参与。本研究收集了郊区公立学校系统3个包容性学前班9名儿童的读写行为数据。采用多基线设计，通过早期语言和识字课堂观察和教师介导的干预来确定环境改变对儿童识字行为的影响。结果包括，在观察到的3个教室中，每个教室的识字行为平均增加了43个百分点(范围= 39-45个百分点)。从基线到干预阶段，每个班级的个别孩子的读写能力都有所提高。这些结果与先前的研究结果一致，表明环境的改变和教师的中介会增加识字行为。

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来源期刊

Infants & Young Children Multiple-

CiteScore

1.90

自引率

9.10%

发文量

期刊介绍： Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.