How Parents and Teachers Can Help Children Recognize Letters Represent Sounds
Format
Individual Presentation
First Presenter's Institution
Armstrong State University
Second Presenter's Institution
N/A
Third Presenter's Institution
N/A
Fourth Presenter's Institution
N/A
Fifth Presenter's Institution
N/A
Location
Harborside East & West
Strand #1
Academic Achievement & School Leadership
Strand #2
Family & Community
Relevance
The Exemplary Center for Reading Instruction (ECRI) using 50 years of research, provides parents and teachers with specific research proven practices for teaching young children letters represent sounds. This early developmental assistance can lead to closing the achievement gap and promote learning for all children, especially those in high poverty populations as explained in Conference Strand 1.
Families and communities before and during the early school years can help children crack the reading code recognizing letters represent sounds. This gives them early learning experiences and prepares the children for successful schooling as detailed in Conference Strand V.
When children start ahead and stay ahead, the achievement gap closes. Outcomes may be a lessening of poverty, violence and failure.
Brief Program Description
Come and learn how parents, teachers, and community members can easily teach children letters represent sounds. Participants will receive simple, research proven, directions used by others in all 50 states and several foreign countries for teaching children letters represent sounds helping them crack the reading code. Materials can be made or inexpensively purchased at any location selling beginning reading books.
Summary
Participants will observe and be involved with proven activities to teach children letters represent sounds. Participants will receive simple, research proven, directions for teaching children letters represent sounds. They will receive an easy to use schedule for teaching letters represent sounds using early reading books that can be made or inexpensively purchased.
Participants, in small groups, will discuss each activity after the activity presentation, and determine how each activity category may be used at home or in the school.
Evidence
Studies including children from all races and socio-economic levels generated these effects using the simple directions mentioned earlier in conjunction with other teaching reading activities.
“A description of ECRI is included in the “Catalog of the Education Commission of the States” at: http://www.ecs.org/clearinghouse/23/32/2332.htm as a Promising Practice, and was included in the “Catalog of School Reform Models” by the Northwest Regional Educational Laboratory (review an excerpt of the NWREL catalog at: http://www.ecri.cc/NWRELCatalog.pdf). ECRI is listed in John Hopkins University’s Best Evidence Encyclopedia (BEE) website as a program rated as having evidence of effectiveness for upper elementary reading.
Regular education ECRI students demonstrate significantly greater gains (p
Special needs ECRI students (Chapter I, bilingual, remedial) and special education students (learning disabled) demonstrate significantly (p
ECRI Short Description. Retrieved from http://www.ecri.cc/about.html
Effects sizes (sigma), a percentage of a standard deviation, generated by these studies rose to 1.5 sigma. To appreciate the magnitude of these effects, .65 sigma is equal to about one year’s growth on commercially prepared norm referenced standardized tests.
Biographical Sketch
Teacher - Special Education, Elementary Regular Education, 1968-1991
Teacher - Armstrong State University 1991 - Present
Department Head, Professor - Armstrong State University January 8-June 30, 2010 Early Childhood Education
Department Head, Professor - Armstrong State University July 1, 2010-Present Childhood and Exceptional Student Education
Consultant and Staff Member - Exemplary Center for Reading Instruction, 1974-Present
Armstrong Atlantic State University's name changed to Armstrong State University, July 1, 2014.
Keyword Descriptors
Beginning Reading, Integrating Reading and Writing
Presentation Year
2017
Start Date
3-7-2017 4:00 PM
End Date
3-7-2017 5:30 PM
Recommended Citation
Hobe, John, "How Parents and Teachers Can Help Children Recognize Letters Represent Sounds" (2017). National Youth Advocacy and Resilience Conference. 100.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2017/2017/100
How Parents and Teachers Can Help Children Recognize Letters Represent Sounds
Harborside East & West
Come and learn how parents, teachers, and community members can easily teach children letters represent sounds. Participants will receive simple, research proven, directions used by others in all 50 states and several foreign countries for teaching children letters represent sounds helping them crack the reading code. Materials can be made or inexpensively purchased at any location selling beginning reading books.
