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dc.contributor.authorLennox, Maria
dc.contributor.authorWesterveld, Marleen
dc.date.accessioned2017-05-03T16:08:31Z
dc.date.available2017-05-03T16:08:31Z
dc.date.issued2014
dc.identifier.issn2200-0259
dc.identifier.urihttp://hdl.handle.net/10072/66537
dc.description.abstractThis paper describes a research-driven initiative aimed at enhancing the emergent literacy skills of students (aged 4;7-5;6 years) from low socioeconomic, culturally diverse backgrounds attending their first (prep) year at a public metropolitan primary school in Queensland. All students (n = 63) from the three prep classes were exposed to their regular classroom literacy curriculum; students in one class received an additional 15 weeks of targeted intervention conducted by the classroom teacher, the speech pathologist, and teacher aides. The intervention consisted of one 30-minute whole class session and one 30-minute small-group session per day, four days a week. The sessions targeted phonological awareness, vocabulary, story grammar, and sentence structure, using scripted session plans. Results indicated that prep students in all three classes made significant progress on measures of spoken language during their first year of school. Following intervention, the students in the intervention class showed greater improvement on a standardised test of phonological awareness than their peers who received regular classroom instruction. This intervention effect was not apparent for any of the other spoken language measures. Implications of the results of this pilot project for the implementation of a larger-scale intervention initiative are reported.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpeech Pathology Australia
dc.publisher.placeAustralia
dc.publisher.urihttps://www.speechpathologyaustralia.org.au/SPAweb/Members/Publications/Journal_of_Clinical_Practice/spaweb/Members/Publications/Journal_of_Clinical_Practice.aspx?hkey=d4c69431-1141-411e-abc6-67773be0bc32
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom58
dc.relation.ispartofpageto65
dc.relation.ispartofissue16
dc.relation.ispartofjournalJournal of Clinical Practice in Speech-Language Pathology
dc.relation.ispartofvolume2
dc.rights.retentionY
dc.subject.fieldofresearchEducation Assessment and Evaluation
dc.subject.fieldofresearchRehabilitation and Therapy (excl. Physiotherapy)
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode130303
dc.subject.fieldofresearchcode110321
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.titleEnhancing emergent literacy performance of Australian students from disadvantaged backgrounds in their first year of school: A preliminary investigation
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
gro.hasfulltextNo Full Text
gro.griffith.authorWesterveld, Marleen F.


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