Quantitative and Qualitative Documentation of Early Literacy Instruction Quantitative and qualitative procedures were used in this pilot study to develop and evaluate the effectiveness of a language and literacy instruction model for meeting the needs of children with impairments, delays, and differences in regular Head Start classrooms. Although the project addresses a variety of literacy domains, this article ... Clinical Forum
Clinical Forum  |   May 01, 2003
Quantitative and Qualitative Documentation of Early Literacy Instruction
 
Author Affiliations & Notes
  • Barbara Culatta, PhD
    Brigham Young University, Provo, UT
  • Dana Kovarsky
    The University of Rhode Island, Kingston
  • Geraldine Theadore
    The University of Rhode Island, Kingston
  • Amber Franklin
    The University of Rhode Island, Kingston
  • Geralyn Timler
    The University of Rhode Island, Kingston
  • Contact author: Barbara Culatta, PhD, Audiology and Speech Pathology, 136 TLRB, Brigham Young University, Provo, UT 84604. E-mail: barbara_culatta@byu.edu
Article Information
Development / School-Based Settings / Normal Language Processing / Speech, Voice & Prosody / Clinical Forum: Qualitative Research
Clinical Forum   |   May 01, 2003
Quantitative and Qualitative Documentation of Early Literacy Instruction
American Journal of Speech-Language Pathology, May 2003, Vol. 12, 172-188. doi:10.1044/1058-0360(2003/064)
History: Received March 26, 2002 , Accepted August 20, 2002
 
American Journal of Speech-Language Pathology, May 2003, Vol. 12, 172-188. doi:10.1044/1058-0360(2003/064)
History: Received March 26, 2002; Accepted August 20, 2002
Web of Science® Times Cited: 8

Quantitative and qualitative procedures were used in this pilot study to develop and evaluate the effectiveness of a language and literacy instruction model for meeting the needs of children with impairments, delays, and differences in regular Head Start classrooms. Although the project addresses a variety of literacy domains, this article focuses on rhyming and letter naming. In the instruction model, children were exposed to motivating examples of rhyme and letter targets in different activity structures embedded across the curriculum. A crossover design compared two classrooms of children trained on letter and rhyme targets in a different order. Results of an analysis of variance revealed a significant Condition (rhyme first vs. letter first) x Task (rhyme generation vs. letter generation) x Time (Posttest 1 vs. Posttest 2) interaction. At the first posttest, children in the rhyme-first condition performed better than those in the letter-first condition on rhyme generation, whereas children in the letter first condition performed better on letter generation. At the second posttest, after the groups had experienced instruction in both areas, the children performed comparably on both tasks. In addition to the quantitative analyses, qualitative analyses were also conducted. A qualitative examination of children's participation revealed their affective involvement and engagement in instructional activities. Changes in the children's awareness of their capacity to rhyme and changes in their displayed abilities to participate in rhyming activities were also documented.

Acknowledgments
The preparation of this article was supported, in part, by U.S. Department of Education Model Demonstration Grant H324M990066. Gratitude is expressed to South County and Mountainland Head Start programs and to Brigham Young University students Maren Reese, Melissa Wright, and Jill Pack.
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