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- W2073023979 abstract "The present research investigated the potential link between low literacy acquisition levels and dialectal differences between the non-standard English spoken by many children from lower socio-economic schools in New Zealand in normal day-to-day conversation and the standard English used as the basis of literacy work. The work focused on assessing improvements in literacy of two students from a low decile school in New Zealand who showed evidence of common use of non-standard English. These two children were selected as they were relatively young learners (both approximately 7 years old with about 2 years of formal literacy learning) and because one showed literacy weaknesses in word-level tasks, and the other had more problems in writing. The two students each received two 30 minute sessions a week over an 8-week period of literacy intervention support that focused on linking letter sequences and language sounds: phonological awareness training linked to literacy. However, the tailored interventions also targeted those areas of language where the non-standard English of the children differed from a standard form more consistent with accurate writing. Despite both children having shown poor progress in literacy over the previous 2 years of tuition, the present intervention showed greater than expected improvements between pre- and post-intervention literacy measures of word and non-word reading, word spelling and writing, as well as phonemic awareness. This single-case intervention research suggests that programs aimed at linking letters and sounds may show increased success if attending to both cognitive and dialectical differences of the students." @default.
- W2073023979 created "2016-06-24" @default.
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- W2073023979 date "2014-02-07" @default.
- W2073023979 modified "2023-09-24" @default.
- W2073023979 title "Dialectical awareness in early literacy interventions" @default.
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- W2073023979 doi "https://doi.org/10.1179/2050572813y.0000000021" @default.
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