Monday, March 29
11:00 AM-1:00 PM
EDT
Room 1

A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills

Workshop (Live Presentation) ID: 58509
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    Neal Nghia Nguyen
    Florida Atlantic University

Abstract: Research suggests communications between parents and teachers can have a positive impact on the academic performance of students in kindergarten through third grade. Although there have been noticeable efforts from a teacher’s perspective to reach out or attempt to collaborate with parents or family members, there appears to be a disconnect between what primary students are exposed to in school and how parents can reinforce these skills in the home environment. This purpose of this presentation is to provide conference attendees, primary-grade teachers, and family members a supplemental model for communicating to enhance home and school-based literacies of primary students who are typically developing, those with disabilities or delays and students who are emergent bilinguals. This presentation also provides the groundwork for follow-up studies to validate the effectiveness of this model since there is limited literature on the use of periodic brochures.

Objectives

This purpose of this presentation is to provide primary-grade teachers and family members a supplemental model for communicating to enhance home and school-based literacies of primary students who are typically developing, those with disabilities or delays and students who are emergent bilinguals. Further, the presenter will also share with conference attendees and provide hard copies of a published article in a peer-reviewed journal on this topic (i.e., practical strategies for implementation regarding this topic). First, the presenter will be ready at the assigned room or location for this session to greet all attendees and to answer any questions that they might have regarding the overall content of the presentation in an orderly fashion (during the entire presentation). As previous experienced presenter in a variety of formats (regular/panel session, roundtables, and poster presentations), the presenter is aware of the time limit of each session. Therefore, the presenter will be planning to present/discuss the content to all conference attendees in a respectful, concise, and clear approach. Attendees will be able to discuss briefly with the presenter throughout the entire presentation.

Topical Outline

Early childhood and special education researchers have identified the key elements of language and reading skill acquisition for primary grade children in inclusive learning environments (Center on the Developing Child, 2020; Copple & Bredekamp, 2009; Fisher & Frey, 2015; Harvey & Goudvis, 2013; National Reading Panel, 2012; Rasinski & Padak, 2008; Shonkoff, 2017). Richards, Gilkerson, Xu, and Topping (2017) stated that the frequency of adult verbal interaction with a child is directly related to the child’s subsequent language development. The degree of academic success young children achieves in language and reading skill development, during the primary grades, can be enhanced using a collaborative relationship between classroom teachers and parents. Collaboration between parents and teachers can have a positive impact on learning outcomes (Rodriguez & Elbaum, 2014). A need exists for universities to better prepare inclusive teachers in literacy education (Greenberg & Jacobs, 2009; Lacina & Block, 2011). To boost the early language and reading skills of students, there seems to be a need for a systematic, and user-friendly model that primary-grade teachers in an inclusive classroom can use to interact with parents. The theoretical framework of this supplemental model is based on Bronfenbrenner's theory of human ecology (Bronfenbrenner, 1979) that is comprised of two factors: (1) establishing rapport and trust between inclusive early childhood teachers and family members, and (2) using periodic brochures on a consistent basis.

Prerequisites

Learning Objective 1: The presenter will introduce to conference attendees the rationale of having a 2-phase collaborative and supplemental model to improve early language and reading skills between the primary grade educators and home learning environments. Learning Objective 2: The presenter will discuss in details of the above 2-phase model to conference attendees. Learning Objective 3: The presenter will also share with attendees and provide hard copies of a published article in a peer-reviewed journal on this topic (i.e., practical implications for classroom implementation).

Experience Level

Intermediate

Qualifications

1. Neal Nghia Nguyen, Ph.D. (Corresponding author) Assistant Professor of Early Childhood/Special Education Florida Atlantic University College of Education Department of Exceptional Student Education 3200 College Avenue Davie, Florida 33314 Email: nguyenn@fau.edu Phone: 951 823 9376 Research interest: Dr. Nguyen is an assistant professor of Early Childhood/Special Education at Florida Atlantic University in the Department of Exceptional Student Education. His research interests include early childhood education and development, early literacy skills acquisition, neuroscience and early learning, compassion science, and effective instructional and collaborative practices.

Topic

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