The a good way to help struggling students. Intervention

The article I chose was about the importance of read-alouds for
children with language impairment. “One of the main reasons young children
qualify for early childhood special education (ECSE) is because of language
impairments” (Justice, Logan, & Kaderavek, 2017, p. 383). Early literacy
intervention is used to promote longer term advancements in children’s literacy
abilities (Justice et.al., 2017, p. 385). Intervention is the key to helping
children succeed in school. If a student is struggling, it is the teachers job
to do what he or she can do to meet the needs of that student. Interventions
are a good way to help struggling students. Intervention is a part of our daily
schedule in my classroom. This time is used to help the struggling students. Assessment
data was collected from 172 students with language impairment. The goal of the
study was to examine their print knowledge 1-year postintervention (Justice
et.al., 2017, p. 383).

            Young children’s
development of print knowledge can be directly facilitated by repeated
read-alouds in which adults embed explicit discussions regarding the forms and
functions of print into the read-aloud. In other words, adults should not only
read the book, they should also have an in-depth discussion about the book that
was read. Experimental studies have shown that print-focused read-alouds can
improve print-related skills of young children with language impairments
(Justice et.al., 2017).

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Justice’s (2017) study included the following:

The study reports on two aims. The first aim was to determine
whether exposure to print-focused read-alouds resulted in sustained
improvements in children’s print knowledge at one-year post-intervention. The
second aim was to determine whether post-intervention effects were moderated by
children’s nonverbal cognition. They study included 172 children with language
impairment. (page 386).

Justice’s (2017) study found the following:

            The primary aim
of this study was to examine the extent of which children with language
impairment showed longitudinal benefits of exposure to print-focused
read-alouds in their early childhood special education classrooms, as
implemented by their ECSE teachers, and to determine whether any treatment
effects observed at one-year follow-up were moderated children’s nonverbal
cognition. All children experienced regular, repeated read-alouds with the same
set of books within their ECSE classrooms, yet the way in which their teachers
read the book varied based on the assigned treatment condition. (page 390). It
was found that print-focused read-alouds do have a sustained effect on student
achievement. (page 392).

            I enjoyed reading
this article and learning that read-alouds are very beneficial to children. My
students enjoy being read to because a lot of them are not read to at home. I
have a time designated just for read-alouds. I allow my students to choose the
books that we read during that time. I chose different students every day to
ensure everyone has a turn at choosing a book.

                         

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