• Effective Literary Resources to Support Adolescent Parents Ensuring Kindergarten Readiness for Their Children

      Castellano, Andrew (State University of New York at Fredonia, 2019-05)
      Adolescent parents often lack the skills needed in order to provide their children with the proper supports that promote efficient growth in several areas dealing with early literacy skills such as letter identification, vocabulary, and phonological awareness. When these children then enter school, they have not acquired the skills they need to be academically successful. To address the problem of adolescent parents needing more support to help foster early literacy skills at home, the research question focused on what are effective resources teachers can provide adolescent parents to help support early literacy practice at home as well as how can teachers show these parents how to use them effectively on their own? To answer that question, an extended literature review and research synthesis were completed and produced multiple findings. The findings were; adolescent parents needed more support in order to provide a larger amount of involvement with their child, letter identification, letter sounds, phonological awareness, vocabulary, lap reading, and concepts about print were the skills adolescent parents should have practiced with their children before kindergarten, adolescent parents required more strategies in responsive parenting and behavior management plans, and with the right support systems in place, adolescent parents could foster a proper at home literacy environment. These findings were the foundation of the professional development project presented through a multimedia application for adolescent parents. This application allowed parents to receive the guidance they needed in order to practice the literacy skills needed for Kindergarten.
    • Impact of Dialogic Reading Intervention on Student Vocabulary Development

      Carlson, Aldyn (State University of New York at Fredonia, 2019-05)
      The language learning gap between students has become greater as students enter school. It was also noticed that parental involvement seems to be lacking. To address these problems a research question was created to be studied which included “Does using a dialogic reading intervention have an effect on early childhood language development?” To answer this question, literature was collected that fell into four different themes. These themes were then analyzed and coded for commonalities and two new themes derived from the research in which included teacher shared book reading and parent shared book reading. Four findings were collected from the synthesis of the data. The first finding included that elaborating on vocabulary words increased students vocabulary knowledge. The second finding concluded that asking questions that were connected to the text increased students comprehension of the text. The third finding inferred that expanding on the student's response to the questions being asked by a teacher or parent showed to have a major impact on student comprehension of the text. The fourth finding indicated that students learned vocabulary words when parents asked yes/no questions. These findings were used in the creation of the professional development project in-person training to educate teachers on how to efficiently implement reading techniques supported by research. These techniques were used to increase student vocabulary knowledge.