An 8 page research paper that offers a literature review that examines three research studies that pertain to early childhood emergent literacy skills and at-risk children. The basic parameters of each study, its methodology and results, are briefly summarized and then each is discussed, referring to other studies and relevant literature were appropriate, before reaching conclusions based on this data. Bibliography lists 8 sources.
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results, are briefly summarized and then each is discussed, referring to other studies and relevant literature were appropriate, before reaching conclusions based on this data. Article 1 : Quantitative and
qualitative documentation of early literacy instruction Culatta, et al (2003) employed both qualitative and quantitative measures n this pilot study in order to develop and evaluate the overall effectiveness
of a language and literacy instruction model designed to meet the needs of children with "impairments, delays and differences in regular Head Start classrooms" (p. 172). While the project itself
focuses on a range of literacy domains, the article authored by this research team emphasizes the skills of rhyming and letter naming. The researchers point out that the instruction
approaches for early literacy programs can be groups into three main categories: naturalistic, systematic and hybrid. Naturalistic approaches are based on the concept that literacy skills evolve as children encounter
print in meaningful and motivating ways in everyday life (Culatta, et al, 2003). Systematic approaches provide "direct and explicit exposure" to literary rules and patterns (Culatta, et al, 2003, p.
172). Hybrid approaches blend aspects of both naturalistic and system approaches, the idea being to "expose children systematically to targets in developmentally appropriate ways" (Culatta, et al, 2003, p. 172).
The methodology used in this study largely substantiates the utility of the hybrid approach. The children from two Head Start classrooms in Rhode Island were divided into two groups.
The first group was given instruction that stressed rhyming skills and the second was given instruction that stressed letter identification. Skills were accessed both before and after each instructional phase.
A variety of methods were used in each area. In the rhyme instruction, teachers exposed children to salient examples of rhyme pairs, while also encouraging interaction with rhyme (Culatta, et