Minding the Achievement Gap: A Collaborative Effort to Build Interventions to Support Emergent Literacy Skills in Children Living in Poverty
Mentor 1
Dr. John Heilmann
Location
Union Wisconsin Room
Start Date
28-4-2017 1:30 PM
End Date
28-4-2017 4:00 PM
Description
A disproportionate number of children living in poverty have difficulty reading, which has a direct impact on their overall educational and economic attainment. The goal of the present study is to build foundational reading skills in young children living in poverty so that they enter school better prepared for reading and academic success. This goal will be achieved through the continuation of a partnership between investigators from the University of Wisconsin-Milwaukee and the Betty Brinn Children's Museum. In this study, we will implement a parent-based emergent literacy intervention with 100 families living in poverty. The caregivers in these families will receive training on evidence-based practices to help their children acquire critical pre-reading skills (i.e., recognizing letters and the sounds they make). The caregivers will implement these strategies within the children's museum experience and will be given strategies for extending the learning at home. Several measures will be collected to document the impact of the intervention on caregiver-child interactions and on children's learning. Upon completing this project, we will collect data to demonstrate caregiver mastery of techniques used to facilitate early-developing emergent literacy skills, such as an increase in letter recognition and knowledge of sound-letter relationships.
Minding the Achievement Gap: A Collaborative Effort to Build Interventions to Support Emergent Literacy Skills in Children Living in Poverty
Union Wisconsin Room
A disproportionate number of children living in poverty have difficulty reading, which has a direct impact on their overall educational and economic attainment. The goal of the present study is to build foundational reading skills in young children living in poverty so that they enter school better prepared for reading and academic success. This goal will be achieved through the continuation of a partnership between investigators from the University of Wisconsin-Milwaukee and the Betty Brinn Children's Museum. In this study, we will implement a parent-based emergent literacy intervention with 100 families living in poverty. The caregivers in these families will receive training on evidence-based practices to help their children acquire critical pre-reading skills (i.e., recognizing letters and the sounds they make). The caregivers will implement these strategies within the children's museum experience and will be given strategies for extending the learning at home. Several measures will be collected to document the impact of the intervention on caregiver-child interactions and on children's learning. Upon completing this project, we will collect data to demonstrate caregiver mastery of techniques used to facilitate early-developing emergent literacy skills, such as an increase in letter recognition and knowledge of sound-letter relationships.
