ERIC Number: EJ1410908
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-7363
EISSN: EISSN-1469-5839
Available Date: N/A
Emergent Literacy: Effects of a Multi-Tier Intervention in a COVID-19 Pandemic Context
Educational Psychology in Practice, v40 n1 p17-35 2024
Emergent literacy (EL) interventions are effective at fostering foundational skills for reading and writing. During the COVID-19 pandemic schools faced several challenges to maintain these interventions, namely changing face-to-face to remote modalities. In this study, the effects of a multi-tier emergent literacy intervention are examined, delivered both in face-to-face and remote modalities, during the second COVID-19 pandemic lockdown. The intervention was delivered to 102 preschool Portuguese children (aged 5-6 years) according to the Multi-Tier Systems of Support (MTSS) framework and evaluated using a pre and post-test design and a single group. The results showed significant gains after the intervention in all emergent literacy skills evaluated: phonological awareness, vocabulary, print concepts, alphabet knowledge, and emergent writing. These findings highlight the relevance of systematic interventions that implement universal screenings, progress monitoring and decision-making processes based on children's performance, and the potentialities of using mixed modalities (face-to-face and remote) to deliver such interventions in uncertain times.
Descriptors: Foreign Countries, Emergent Literacy, Preschool Children, Intervention, COVID-19, Pandemics, Language Skills, Multi Tiered Systems of Support
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A
Author Affiliations: N/A