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¶ … Language and Literacy Development of Head Start Children: A Study Using the Family and Child Experiences Survey Database." The report opens with a description of the Head Start program, established in 1965, and sums up their goal: to provide a comprehensive development program for low socioeconomic status (SES) children and their families.
In 1995 it was decided to evaluate the Head Start program's quality and effectiveness. To that end, the study defined a conceptual model that defined school readiness in terms of five developmental domains:
Physical well-being and motor development
Social and emotional development
Approaches to learning
Language usage and emerging literacy
Cognition and general knowledge
The Family and Child Experiences Survey (FACES) was then developed to provide information about Head Start children and their families, and to gather data about the program. The study included four cohorts for collection periods 1997, 2000, 2003, and 2006, with each cohort consisting of a nationally representative sample of 3- and 4-year-old Head Start children and their families. Information was collected on the children, the children's parents and family, along with the Head Start programs that the children attended.
Findings from the longitudinal study produced a series of reports over the study period. FACES 1997 and 2000 results showed that preschoolers who entered Head Start were below national averages in language...
Despite making gains during Head Start, children left Head Start with abilities below those of the average U.S. preschooler. The 2006 report includes data on Head Start children with disabilities. Findings on these children showed that they had lower language and literacy scores than children without disabilities.
Additional data analysis was conducted to investigate factors that would account for achievement gaps for low SES children. Factors that affect children's outcomes include:
Maternal education
Presence of a speech-language impairment
Children's gender
Home literacy environment
Preschoolers' oral language
Preschoolers' knowledge
Study results were complied and presented in a series of tables that highlighted the study's findings.
The study found several key factors were indeed predictive of Head Start children's reading abilities in kindergarten. The study showed that children of mothers with higher educational levels had higher vocabulary and letter-word identification abilities in Head Start than did children of mothers with lower educational levels. Consistent with earlier research, this study showed males were nearly three times as likely as females to have a speech-language impairment. Males also scored lower than females in letter-word identification abilities at the end of Head Start. Younger children, who entered at an earlier age and therefore spent more time in Head Start, scored…
Roskos (2004) contradicts that in their article becasuse they explain how wonderful early literacy has become with getting new technology but forgets to mention that only schools that have the money are able to have theses luxuries. The article is misleading because it makes it appear as though all school have all the proper tools they need when it comes to assessments and that simply is not true. (Boudreau,
Literacy Coaching: Elementary Grades Learning to read and write begins early in children's development, long before they enter kindergarten. Moreover, literacy skill development in early childhood provides the foundation for children's long-term academic success. Over the past two decades, researchers have identified key emergent literacy skills that develop progressively in children during their preschool years and are highly predictive of later success in learning to read (Elish-Piper, 2011). These skills include
G., using prior knowledge, self-monitoring for breaks in comprehension, and analyzing new vocabulary);growth in conceptual knowledge (e.g., reading tradebooks to supplement textbook information) (Alvermann, D, 2001). However a very important thing I should mention is the existence of big gaps in adolescent literacy achievement in high school, as I noted above, but, the gap was also defined as the disparity in White and Black students' achievement and in richer and poorer
Teaching writing to young children Learning how to write is an important tool in encouraging young children to get excited about reading. A 2010 experimental study in the Journal of Educational Research (Jones, Reutzel & Fargo 2010) compared two common techniques used in kindergarten classrooms to help young readers learn to write: interactive writing and the writing workshop method. "As children write, they analyze thought and meaning, experiment with words
Activities such as reading the names of street signs and stores and reading the ingredients on packages can help make children aware of the importance of printed words. One of the most important things parents can do to encourage literacy in their early learner is to talk to their child. In a study conducted by Hart and Risley (1995, 1999 as cited by Rosenkoetter & Barton, 2002), children whose parents
".. other living species,... also with the total environment in which we live." They explain the human ecosystem to include three fundamental organizing conceptions: the human environed unit (HEU); the natural environment (NE); the human constructed environment (HCE). The following diagram portrays "The Human Ecosystem": Bubolz, Eicher, and Sontag (1979, p. 29) The human environed unit (HEU) displayed in the center is located in a specific space in time and can be a