Literacy Instruction in Preschools and Kindergartens
Presentation Type
Poster
Faculty Advisor
Robyn Becker
Access Type
Event
Start Date
26-4-2024 11:15 AM
End Date
26-4-2024 12:15 PM
Description
Literature suggests that teaching phonemic and phonological awareness while embedding articulatory gestures may benefit emergent readers during literacy instruction. However, there is a gap in the research as to whether articulatory gestures themselves are the factor most responsible for literacy gains (Becker & Sylvan, 2021; Boyer & Ehri, 2011; Lalonde & Holt, 2015). Articulatory gestures are discrete movements of the speech articulators which are perceivable to the viewer (lips, tongue, teeth) and correspond to certain speech sounds (the gesture/movement of the lips retracted and upper teeth over the lower lip can resemble the /f/ sound). They are tangible units of speech sounds which teachers can use as additional sensory stimuli to facilitate letter-to-sound mapping (Ehri, 2014). School directors were surveyed to examine literacy practices of preschools and kindergartens in New York and New Jersey in terms of their current curriculum, use of supplemental tools, professional development opportunities, and use of articulatory gestures. The results from this study aim to add to the research base regarding literacy practices in preschools and kindergartens and whether articulatory gestures may be an effective instructional tool to support reading success.
Literacy Instruction in Preschools and Kindergartens
Literature suggests that teaching phonemic and phonological awareness while embedding articulatory gestures may benefit emergent readers during literacy instruction. However, there is a gap in the research as to whether articulatory gestures themselves are the factor most responsible for literacy gains (Becker & Sylvan, 2021; Boyer & Ehri, 2011; Lalonde & Holt, 2015). Articulatory gestures are discrete movements of the speech articulators which are perceivable to the viewer (lips, tongue, teeth) and correspond to certain speech sounds (the gesture/movement of the lips retracted and upper teeth over the lower lip can resemble the /f/ sound). They are tangible units of speech sounds which teachers can use as additional sensory stimuli to facilitate letter-to-sound mapping (Ehri, 2014). School directors were surveyed to examine literacy practices of preschools and kindergartens in New York and New Jersey in terms of their current curriculum, use of supplemental tools, professional development opportunities, and use of articulatory gestures. The results from this study aim to add to the research base regarding literacy practices in preschools and kindergartens and whether articulatory gestures may be an effective instructional tool to support reading success.