An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills |
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Authors: | Jorge E Gonzalez Ernest T Goetz Robert J Hall Tara Payne Aaron B Taylor Minjung Kim and Anita S McCormick |
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Institution: | (1) Department of Educational Psychology, College of Education and Human Development, Texas A&M University, MS 4225, College Station, TX 77843-4225, USA;(2) Department of Psychology, College of Liberal Arts, Texas A&M University, 230 Psychology Building, MS 4235, College Station, TX 77843-4235, USA |
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Abstract: | Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged
and language-minority preschool children through quality classroom processes, professional development, and instruction. More
than any previous initiative, ERF specifies what early literacy instruction should look like in preschool classrooms; however,
to date, scant research has examined the effectiveness of the program. In this quasi-experimental study, the effectiveness
of ERF preschool enrichment was evaluated through comparison with the performance of demographically similar children from
the same school district who received practice-as-usual instruction. As in previous research, ERF-enriched instruction was
found to enhance acquisition of alphabet knowledge and print concepts. Unlike previous studies, however, it was also found
to promote vocabulary development. Multilevel models were chosen to take into account the non-independence of students in
the same classroom in testing the effects of ERF. |
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