rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: An
    title: evaluation of early reading first on emergent literacy skills
    sub title: preschool through middle of first grade
  name:
    name part: Tani-Prado, Sophia.
    role:
      role term: creator
  name:
    name part: Gonzalez, Jorge E.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: Early Reading First is a federal initiative that seeks to buffer against the detrimental effects of poverty on children's academic outcomes by incorporating all of the elements supported by scientifically-based reading research to address the present and future reading gaps of high-risk preschool children. The tenets of ERF are teacher professional development, high quality language and print-rich environments, the teaching of emergent instruction of emergent literacy skills based on scientifically based reading research (SBRR) and the early identification of reading problems through the informed use of appropriate assessment measures. The present study was designed to assess the effectiveness of ERF enriched preschool classrooms located in a small city in a Southwestern state on both short- and mid-term early literacy outcomes of high risk preschoolers in a treatment condition and a comparison group. A total of 239 children participated in the study; 110 children in the ERF treatment group and 129 children in the "practice as usual" contrast group. The longitudinal effect of the ERF intervention on participating students (from pre-kindergarten through the middle of first grade) was investigated via multilevel modeling. Four multilevel models were developed for two subtests of the Tejas Lee (Francis, Carlson, and Cardenas-Hagan, 2006): Spanish alphabet knowledge (i.e, identificacion de las letras) and Spanish story comprehension (i.e., comprension auditiva); and two subtests of the Texas Primary Reading Inventory (TPRI; Center for Academic and Reading Skills, 2004): English Alphabet Knowledge and English Story Comprehension. Results of the present study support the findings reported by similar prior studies, indicating that while ERF effectively increases students' alphabet knowledge, greater effort is necessary toward programming for increasing student outcomes on story comprehension.
  note: by Sophia Tani-Prado.
  note: "Major Subject: School Psychology"
  note: Title from author supplied metadata (automated record created 2010-11-11 10:17:47).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2010 http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major school psychology
  subject:
    topic: early literacy
  subject:
    topic: Early Reading First
  subject:
    topic: early childhood
  subject:
    topic: emergent literacy
  subject:
    topic: prevention
  subject:
    topic: preschool intervention
  subject:
    topic: early intervention
  subject:
    topic: reading disabilities
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8321
  record info:
    record content source: TXA
    record creation date: 101203
    record change date: 20151202113102.0
    record identifier: in00002658883