An evaluation of the tales for tots program

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Ashley Nicole Costner (Creator)
Western Carolina University (WCU )
Web Site:
Mickey Randolph

Abstract: Learning to read is challenging for the majority of children today. Current research documents multiple early reading skills that are essential for later literacy development in children. Further, research on early literacy programs presents inconsistent findings on a variety of variables, such as SES, gender, ethnicity, parental education, and the specific skills that improve with interventions. The current evaluation aimed to evaluate Tales for Tots, an early literacy program in Macon County, NC. In addition, the study investigated many of the variables with which past researchers have studied and found inconsistent findings. DIBELS scores of Tales for Tots participants and non-Tales for Tots participants were compared, and data reported by the families of participants (i.e. demographic and reading behavior data) were used for analyses. It was found that improvements in DIBELS scores of Tales for Tots participants were evident for the measures of Letter Naming Fluency and Nonsense Word Fluency in kindergarten, and Phonemic Segmentation Fluency in first grade. It was also found that Tales for Tots participants who were reportedly read to daily, scored higher than Tales for Tots participants who were not read to daily. Results are discussed and recommendations for future research are provided.

Additional Information

Language: English
Date: 2010
Early Intervention, Family Involvement, Literacy, Reading Programs, Reading Research
Reading (Early childhood) -- North Carolina -- Macon County

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