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Author Goodson, Lauren K
Title Early literacy and language development in children with disabilities
book jacket
Descript 106 p
Note Source: Masters Abstracts International, Volume: 50-04, page:
Adviser: Catherine Scott-Little
Thesis (M.S.)--The University of North Carolina at Greensboro, 2011
Early literacy and language development are crucial to future learning and development and, for children with disabilities, these skills can be fostered through various elements in early care and education settings. Using data from the South Carolina Bridges to Early Learning Project, this study investigates the relationships between classroom environments, curriculum experiences, teachers' education, training and practices and children's time of IEP implementation with literacy and language progress. Bronfenbrenner's bioecological model, considering Process, Person, Context and Time as all being pertinent to children's development, is used to frame the study. Although correlational analyses did not present significant findings for environment, experiences or teachers, a t-test comparing growth based on children's gain scores on the Peabody Picture Vocabulary Test- Third Edition indicates that timing of Individualized Education Plan (IEP) implementation is vital to children with disabilities early literacy and language development. The implications for results of factors contributing to early literacy and language development for children with disabilities is discussed
School code: 0154
Host Item Masters Abstracts International 50-04
Subject Education, Language and Literature
Education, Early Childhood
Education, Special
0279
0518
0529
Alt Author The University of North Carolina at Greensboro. School of Human Environmental Sciences: Human Development and Family Studies
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