Paige C. Pullen

Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches

The decade of the 1990s saw a tremendous increase in research studying the value of emergent literacy intervention, particularly for meeting the needs of children at risk. Such studies have documented the positive effects of adult—child shared storybook reading, literacy-enriched play settings, and structured phonological awareness curricula for enhancing the emergent literacy skills of young children. This article defines emergent literacy, discusses the meaning of evidence-based practice, and describes three promising evidence-based approaches for emergent literacy intervention.

Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children

The preschool years are critical to the development of emergent literacy skills that will ensure a smooth transition into formal reading. Phonological awareness, print awareness, and oral language development are three areas associated with emergent literacy that play a crucial role in the acquisition of reading. This article presents an overview of these critical components of emergent literacy. The overview includes a brief review of recent research and provides strategies for developing phonological awareness, print awareness, and oral language in the preschool classroom.

Teaching Vocabulary to First-Grade Students Through Repeated Shared Storybook Reading: A Comparison of Rich and Basic Instruction to Incidental Exposure

The purpose of this study was to evaluate effectiveness of rich and basic instruction to incidental exposure of target words with first-grade students within the context of repeated shared storybook reading. Participants were 224 first-grade students, randomly assigned to a condition by classroom, from three elementary schools that serve large numbers of students at-risk for experiencing reading difficulties. All three conditions received large group instruction of the storybook intervention in three 20–30 minute sessions over the course of one week. Results indicated that rich instruction was superior to both basic and incidental exposure across all taught measures. These results were maintained at delayed post-test three weeks following the conclusion of the intervention. Implications are discussed in relation to a three-step approach to vocabulary instruction.

Preventing Reading Failure: Phonological Awareness Assessment and Instruction

Abstract The article addresses translating phonological awareness research for classroom reading instruction. It presents a practical overview of phonological awareness development and its relationship to beginning reading, including a synopsis of findings of recent research and an explanation of the development of phonological skills. It presents methods for formal and informal assessment of childrens phonological awareness and describes strategies for classroom-based instruction in phonological skills with emergent readers.

Improving teacher candidates' knowledge of phonological awareness: A multimedia approach

Knowledge of phonological awareness (PA) and how to teach students to develop PA is an important component of teacher preparation given its role in learning to read. We believe multimedia can play a key role in improving how educators acquire, master, and prepare to implement evidence-based reading instruction in any nation. One multimedia-based instructional practice, Content Acquisition Podcasts (CAPs), utilizes Mayers Cognitive Theory of Multimedia Learning (2009) to ensure the looks and sounds of instruction help reduce extraneous cognitive load while maximizing active cognitive processes. In this empirical study, researchers randomly assigned 148 participants (education and non-education university students) to either watch a CAP or read a practitioner friendly article on PA and PA instruction. The dependent variable is an instrument that measures knowledge- and skill-based items related to PA and PA instruction. Results demonstrate a significant main effect and large effect size for the CAP group on the posttest and, several weeks later, a maintenance probe. Findings indicate that multimedia instructional tools, such as CAPs, may benefit undergraduates as they acquire necessary knowledge and skills that underwrite advanced practices for teaching students in general and special education settings.

Effects of a volunteer tutoring model on the early literacy development of struggling first grade students

Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for reading failure. The three‐step tutoring model included repeated reading of familiar text, explicit coaching in decoding and word‐solving strategies, and reading new books during each 15‐minute session. Pretest and posttest data were collected on measures of phonological awareness, sight word knowledge, and decoding. Analyses revealed significant group differences in each beginning reading area assessed. This tutoring model is a promising intervention for struggling beginning readers and is particularly appropriate for implementation by classroom volunteers.

Identifying Essential Instructional Components of Literacy Tutoring for Struggling Beginning Readers

This study examined the components of a one-on-one literacy tutoring model to identify the necessary and sufficient elements for helping struggling beginning readers. The tutoring components of interest included word work using manipulative letters, written word work, and a generalization component. Reading assessment data from 100 first-grade students, randomly assigned to four tutoring conditions and a control group, were analyzed. Following the treatment period, groups were evaluated on phonological awareness, sight word knowledge, decoding, and word attack. Results indicated that children who received all of the tutoring components performed better than those in the control condition across all four reading performance indicators under consideration.

Using Multimedia Tools to Support Teacher Candidates’ Learning

Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.

Using Instructional Technology to Improve Preservice Teachers’ Knowledge of Phonological Awareness

Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers’ understanding of PA, using an example of instructional technology called Content Acquisition Podcasts (CAPs). In this study, teacher candidates randomly assigned to watch a CAP on PA significantly outperformed matched peers who read a practitioner-friendly article on the same topic. Findings hold important implications for the field of teacher education, support, and development in reading pedagogy.

Teacher-Directed Decoding Practice with Manipulative Letters and Word Reading Skill Development of Struggling First Grade Students

We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three groups: (1) treatment, (2) comparison, and (3) control. The treatment group received 30 sessions of small-group instruction using manipulative letters to practice decoding skills. The comparison group received the same small-group reading instruction without the additional decoding practice. The control group did not receive supplemental small-group instruction. Analyses indicated that students who received the additional decoding practice with manipulative letters scored significantly better on phonological awareness, decoding, and word recognition skills than students who received incidental decoding practice.