Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Effect Of Dialogic Reading On Early Literacy Outcomes For Children With Autism Spectrum Disorders
Download The Effect Of Dialogic Reading On Early Literacy Outcomes For Children With Autism Spectrum Disorders full books in PDF, epub, and Kindle. Read online The Effect Of Dialogic Reading On Early Literacy Outcomes For Children With Autism Spectrum Disorders ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Effect of Dialogic Reading on Early Literacy Outcomes for Children with Autism Spectrum Disorders by : Veronica Pamparo
Download or read book The Effect of Dialogic Reading on Early Literacy Outcomes for Children with Autism Spectrum Disorders written by Veronica Pamparo and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The incorporation of dialogic reading techniques in adult-child book reading has been effective in improving early literacy skills in children with language delays and those from at-risk populations. There is, however, limited research that examines the potential utility of dialogic reading strategies for children with disabilities such as Autism Spectrum Disorders (ASD). In this study, a multiple baseline design across participants with a wait list control was used to examine the effect of dialogic reading strategies on early literacy outcomes in 14 preschool students with ASD. School personnel who served as interventionists were able to learn dialogic reading techniques and appropriately apply the strategies in daily book reading with children. Results indicate that dialogic reading was effective in improving some components of early literacy skills for children with ASD, particularly oral language skills. Children with ASD showed improved outcomes in verbal participation, book-specific vocabulary, and listening comprehension skills during adult-child book readings that incorporated dialogic reading techniques compared to standard reading sessions. There were no differences found in phonological awareness and print knowledge. The results of this study suggest that dialogic reading is a promising practice that should be incorporated as a part of early literacy curriculum for children with ASD.
Book Synopsis On Reading Books to Children by : Anne van Kleeck
Download or read book On Reading Books to Children written by Anne van Kleeck and published by Routledge. This book was released on 2003-04-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.
Book Synopsis Language Development in the Pre-School Years by : C. Gordon Wells
Download or read book Language Development in the Pre-School Years written by C. Gordon Wells and published by CUP Archive. This book was released on 1985-03-21 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book Gordon Wells presents a detailed account of the language development of children aged one to five years.
Book Synopsis The Day the Goose Got Loose by : Reeve Lindbergh
Download or read book The Day the Goose Got Loose written by Reeve Lindbergh and published by Perfection Learning. This book was released on 1995-04 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chaos results when a goose gets loose in the barnyard.
Book Synopsis Effects of Modified Dialogic Reading on Listening Comprehension and Initiation Skills to Students with Autism Spectrum Disorders by : Jeongae Kang
Download or read book Effects of Modified Dialogic Reading on Listening Comprehension and Initiation Skills to Students with Autism Spectrum Disorders written by Jeongae Kang and published by . This book was released on 2017 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Literacy plays a critical role to the life of students with Autism Spectrum Disorders (ASD). Although it is evident that individuals with ASD need effective literacy strategies for their school and post-secondary success, research shows that teachers who have students with ASD feel unprepared to use the effective literacy strategies at classroom (e.g., Garland, Vince, Vasquexz, 2013). One way to help the teachers to use the effective strategy at classroom is to provide professional development and ongoing support. Dialogic reading, an evidence-based practice (EBP), has been frequently used to improve oral language skills and listening comprehension of students with language impairment (Whitehurst & Lonigan, 1998). With this method, the adult reader encourages the child to become an active storyteller by incorporating systematic questions types and instructional sequence (Whitehurst & Lonigan; NELP, 2008). However, to meet the unique needs of students with ASD, literature indicates the need for considering their unique cognitive profile (e.g., systematic instruction, visual support). In response, Whalon and colleagues (2015) designed the modified dialogic reading, incorporating with visual supports and systematic instruction. This multiple-baseline across participants' design of a single case design investigated the effects of professional development on one special education teacher's use of the modified dialogic reading and its subsequent impact on the listening comprehension and initiation of young children with ASD. One special education and four young children with ASD participated in this study. The setting was a resource room of a private elementary school in the Southeast. Dependent variables included the rate of teacher fidelity of implementation, the rate of the students' correct responses to fact- and inference-based questions and the frequency of students' initiation. Results of this study indicated that the professional development plus ongoing coaching was effective in increasing and maintaining teacher fidelity of implementation. Findings also revealed that the modified dialogic reading was an effective way to promote listening comprehension and initiation of young children with ASD. Limitations, implications, and future directions are discussed."--Abstract from author supplied metadata.
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Book Synopsis The Effects of Dialogic Reading on the Expressive Vocabulary of Children with Autism Characteristics by : Gina Plattos
Download or read book The Effects of Dialogic Reading on the Expressive Vocabulary of Children with Autism Characteristics written by Gina Plattos and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Delayed language development is often the primary concern for parents of children with autism. It is this delay that initially provokes parents to have children evaluated for this disorder. Delayed oral language affects an array of important life skills such as social communication and emergent literacy. This study has been designed to target expressive vocabulary, a fundamental aspect of language, using a storybook reading intervention based on dialogic reading. The differential effects of dialogic reading enhanced with attention cues compared to dialogic reading alone on expressive language behaviors were measured using an alternating treatment design. The results of this study indicate that the participants with autism spectrum characteristics benefited from dialogic reading with or without attention cues. All the children with autism were able to increase their vocabulary use by the completion of the intervention regardless of the treatment condition. Additionally, positive gains were noticed on the standardized assessments related to vocabulary acquisition. The teachers of the children with autism reported the interventions resulted in favorable changes in their students' vocabulary use during storybook reading sessions and in spontaneous language use within the classroom.
Download or read book Advances in School Psychology written by and published by . This book was released on 1981 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early Childhood Assessment by : National Research Council
Download or read book Early Childhood Assessment written by National Research Council and published by National Academies Press. This book was released on 2008-12-21 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Book Synopsis Theories of Reading Development by : Kate Cain
Download or read book Theories of Reading Development written by Kate Cain and published by John Benjamins Publishing Company. This book was released on 2017-08-15 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Book Synopsis Developing Early Literacy by : Christopher J. Lonigan
Download or read book Developing Early Literacy written by Christopher J. Lonigan and published by . This book was released on 2008 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309388570 Total Pages :525 pages Book Rating :4.3/5 (93 download)
Book Synopsis Parenting Matters by : National Academies of Sciences, Engineering, and Medicine
Download or read book Parenting Matters written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-21 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Download or read book Pip and Posy written by Axel Scheffler and published by Candlewick Press. This book was released on 2013 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pip had a big red ballooon of his own, until it got away.
Book Synopsis Dialogic Reading. What Works Clearinghouse Intervention Report by :
Download or read book Dialogic Reading. What Works Clearinghouse Intervention Report written by and published by . This book was released on 2006 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading" and "Shared Book Reading." Eight studies reviewed by the WWC investigated the effects of "Dialogic Reading" in center-based settings. Four studies (Lonigan et al., 1999; Lonigan & Whitehurst, 1998; Wasik & Bond, 2001; Whitehurst, Epstein, et al., 1994) were randomized controlled trials that met WWC evidence standards. Two studies (Crain-Thoreson & Dale, 1999; Whitehurst, Arnold, et al., 1994) were randomized controlled trials with differential attrition that lowered the evidence ratings of the studies to met WWC evidence standards with reservations. The remaining two studies did not meet WWC evidence screens. Lonigan et al. (1999) included 95 two- to five-year-old predominantly low-income children from five child care centers in an urban area in Florida. Lonigan et al. compared two interventions--"Dialogic Reading" and typical shared book reading--to a no-treatment comparison group. This report focuses on the comparison of oral language and phonological processing outcomes between the "Dialogic Reading" group and the no-treatment comparison group with a total of 66 children. Lonigan and Whitehurst (1998) included 91 low-income three- to four-year-old children from four child care centers in Nashville, Tennessee. Lonigan and Whitehurst compared three intervention groups--"Dialogic Reading" at school, "Dialogic Reading" at home, and "Dialogic Reading" both at school and at home-to a no-treatment comparison group. This report focuses on the comparison of oral language outcomes between the combined school and school plus home group and the no-treatment comparison groups with a total of 75 children. Wasik and Bond (2001) included 121 low-income three- to four-year-old children from a Title I early learning center in Baltimore, Maryland. Wasik and Bond compared oral language outcomes for children participating in "Dialogic Reading" plus reinforcement activities with outcomes for children in a comparison condition who were read the same books by teachers with no training in "Dialogic Reading." Whitehurst, Epstein, et al. (1994) included 167 at-risk low-income four-year-old children from four Head Start centers in Suffolk County, New York. Whitehurst, Epstein, et al. compared oral language, phonological processing, print knowledge, and early reading/writing outcomes for children participating in "Dialogic Reading" combined with an adapted Sound Foundations curriculum to outcomes for children participating in a no-treatment comparison group. Based on these six studies, the WWC found positive effects for oral language, potentially positive effects for print knowledge, no discernible effects for phonological processing, and potentially positive effects for early reading/writing. The evidence presented in this report may change as new research emerges. (Contains 16 footnotes.) [This publication was produced by the What Works Clearinghouse. The following six studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers. "Journal of Early Intervention," 22(4), 306-322; (2) Lonigan, C. J., & Whitehurst, G. J. (1998). Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income Backgrounds. "Early Childhood Research Quarterly," 13(2), 263-290; (3) Wasik, B. A., & Bond, M. A. (2001). Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms. "Journal of Educational Psychology," 93(2), 243-250; (4) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an Emergent Literacy Intervention in Head Start. "Journal of Educational Psychology," 86 (4), 542-555; (5) Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing Linguistic Performance: Parents and Teachers as Book Reading Partners for Children with Language Delays. "Topics in Early Childhood Special Education," 19 (1), 28-39; and (6) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A Picture Book Reading Intervention in Day Care and Home for Children from Low-Income Families. "Developmental Psychology," 30 (5), 679-689.].
Book Synopsis Literacy Development in Autism by : Erin Marie Knight
Download or read book Literacy Development in Autism written by Erin Marie Knight and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The simple view of reading suggests that reading comprehension is the product of decoding skills and oral language comprehension. In line with this view, previous research suggests that there is a relationship between early literacy measures and comprehension measures in TD students; this area is more recently being examined in children with autism spectrum disorder (ASD). Furthermore, child characteristics, such as oral language skills, problem behaviors, IQ and social skills, effect the development of reading comprehension, especially in children with ASD who have specific deficits in these areas. Children between the ages of 4 and 7 ( M = 5.13 years) and their parents (N = 120) were recruited from a larger longitudinal study and were assessed at three time points. Results suggest that components of early literacy develop out of concert in young children with ASD. Furthermore, while early literacy skills do predict reading comprehension in this sample ( R2 = .33, F (1, 112) = 54.94, p
Book Synopsis Educational Interventions for Students with Autism by : UC Davis MIND Institute
Download or read book Educational Interventions for Students with Autism written by UC Davis MIND Institute and published by John Wiley & Sons. This book was released on 2012-03-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.
Book Synopsis Children's Comprehension Problems in Oral and Written Language by : Kate Cain
Download or read book Children's Comprehension Problems in Oral and Written Language written by Kate Cain and published by Guilford Press. This book was released on 2008-05-07 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
