The impact of intensive literacy instruction on the emergent literacy development of Head Start children from low income families: An action research study

Helping Head Start Students Acquire Literacy-Related Knowledge through Intensive Literacy Techniques. Fosselman, Jacqueline M., 2013: Applied Dissertation, Capella University School of Education. Emergent Literacy/Early Literacy/ Early Reading/Beginning Reading/ Beginning Writing. This applied dissertation was designed to improve the emergent literacy skills of students entering kindergarten after transitioning from Head Start. The researcher determined that many children were not equipped with the necessary reading readiness skills to become efficient readers and writers. The students demonstrated limited knowledge to phonemic and phonological awareness skills, rhyming concepts of print and alphabetic principles. The researcher developed plans and strategies to promote the literacy skills of the students. A multiplicity of strategies that involved role-play, repeated readings, phonemic and phonological awareness activities, and print awareness was implemented. The strategies that were implemented in this applied dissertation were shared with colleagues during weekly debriefings and meetings. Teachers were encouraged to use the approaches in their respective classroom to provide learners with a variety of literacy experiences and to provide the framework for teachers in the ongoing task of ensuring the literacy acquisition of children. The researcher's analysis of measurement outcome data revealed that the solution strategies that were implemented in this applied dissertation were effective in improving the literacy knowledge of children in kindergarten. As a result of the strategies that were employed in this applied dissertation, the students were able to (1) recognize the forty-five sounds of the alphabet, (2) decode words, (3) recognize rhyming words, (4) identifying and comparing individual speech sound, (5) identify environmental print, (6) demonstrate knowledge of blending sounds and (7) manipulating sounds in order to form new words. The children also demonstrated enthusiasm for interactive learning activities, manipulative, exploration of books and print and other strategies that enhanced literacy.