Early literacy and language development in children with disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lauren K. Goodson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Catherine Scott-Little

Abstract: Early literacy and language development are crucial to future learning and development and, for children with disabilities, these skills can be fostered through various elements in early care and education settings. Using data from the South Carolina Bridges to Early Learning Project, this study investigates the relationships between classroom environments, curriculum experiences, teachers' education, training and practices and children's time of IEP implementation with literacy and language progress. Bronfenbrenner's bioecological model, considering Process, Person, Context and Time as all being pertinent to children's development, is used to frame the study. Although correlational analyses did not present significant findings for environment, experiences or teachers, a t-test comparing growth based on children's gain scores on the Peabody Picture Vocabulary Test- Third Edition indicates that timing of Individualized Education Plan (IEP) implementation is vital to children with disabilities early literacy and language development. The implications for results of factors contributing to early literacy and language development for children with disabilities is discussed.

Additional Information

Language: English
Date: 2011
Literacy, Language Development, Children with Disabilities, Bridges to Early Learning Project
Children with disabilities $x Education (Preschool) $z South Carolina
Language Arts (Preschool) $z South Carolina
Reading (Preschool) $z South Carolina
English language $x Study and teaching (Preschool) $v South Carolina

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