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Learning to read at daycare : an analysis of the preschool library McCallum, Sandra Marie
Abstract
The Preschool Library program (Wastie, 1996) was evaluated over 7 weeks for its effect on preliteracy skills of 16 3-, 4-, and 5-year olds in one daycare setting. A control group consisted of 10 4-, and 5-year olds in another daycare. Parent interviews and daycare observations provided measures of initial literacy environment. The preliteracy skills that were measured included definition production, book handling skills , environmental print awarenes and comments during storytime. Although some improvement occurred in bookskills, definitions, and storytime comments, reliable differences were not found between control and experimental groups on individual tasks. Trends across tasks however were consistently in favour of the experimental group. Possible explanations are provided as to why results did not strongly support efficacy of the program. The most likely explanation is that a control group was not adequately provided due to differences in initial literacy environments. Both groups progressed during the course of the study, likely due to support from different sources; the experimental group received support from the Preschool Library program, and the control group received support from a strong literacy environment already in place.
Item Metadata
Title |
Learning to read at daycare : an analysis of the preschool library
|
Creator | |
Publisher |
University of British Columbia
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Date Issued |
1998
|
Description |
The Preschool Library program (Wastie, 1996) was
evaluated over 7 weeks for its effect on preliteracy skills
of 16 3-, 4-, and 5-year olds in one daycare setting. A
control group consisted of 10 4-, and 5-year olds in another
daycare. Parent interviews and daycare observations
provided measures of initial literacy environment. The
preliteracy skills that were measured included definition
production, book handling skills , environmental print
awarenes and comments during storytime. Although some
improvement occurred in bookskills, definitions, and
storytime comments, reliable differences were not found
between control and experimental groups on individual tasks.
Trends across tasks however were consistently in favour of
the experimental group. Possible explanations are provided
as to why results did not strongly support efficacy of the
program. The most likely explanation is that a control
group was not adequately provided due to differences in
initial literacy environments. Both groups progressed
during the course of the study, likely due to support from
different sources; the experimental group received support
from the Preschool Library program, and the control group
received support from a strong literacy environment already
in place.
|
Extent |
3624107 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-05-27
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0088645
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1998-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.