La intervención en la alfabetización temprana: ¿qué actividades se deben incluir? ¿a qué edad se debe comenzar? y ¿quién debe llevarlas a cabo?

Translated title of the contribution: Early literacy interventions: Which activities to include? At what age to start? And who will implement them?

Dorit Aram, Shira Besser

Research output: Contribution to journalArticlepeer-review

Abstract

The article utilised data from two intervention studies carried out in low SES preschools in order to address issues in the realm of literacy interventions: Which components are more productive in promoting literacy skills (storybook reading or alphabetic training); at what age should these components be introduced (three or four years old); and who should implement the interventions (MA students or preschool teachers). The studies describe preplanned intensive interventions. The results demonstrated that storybook reading is productive in promoting vocabulary and that alphabetic training is productive in promoting a scope of alphabetic skills. Interestingly enough, a combined programme that encompasses both components, though to a lesser extent, bears the widest range of influence on both alphabetic and language skills. Three year old children benefit as much as or possibly even more from storybook reading and alphabetic skills training than their four year old peers. Both MA students and preschool teachers are efficient implementers. MA students promoted the children's skills more than preschool teachers. Yet, we recommend and discuss the benefits of preschool teachers as implementers.

Translated title of the contributionEarly literacy interventions: Which activities to include? At what age to start? And who will implement them?
Original languageSpanish
Pages (from-to)171-187
Number of pages17
JournalInfancia y Aprendizaje
Volume32
Issue number2
DOIs
StatePublished - May 2009

Keywords

  • Alphabetic skills
  • Early literacy
  • Implementation
  • Interventions
  • Linguistic skills
  • Poor families
  • Preschool

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