This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Culatta, B. Articles by Aslett, R. Search for Related Content Social Bookmarking                         What's this?

Project SEEL

Part III. Children's Engagement and Progress Attainments

Brigham Young University

Lee Ann Setzer

Brigham Young University

Candy Wilson

Brigham Young University

Richard Aslett

Provo School District

This article presents preliminary outcome data collected as Project SEEL (Systematic and Engaging Early Literacy Instruction) was implemented in a dual-language kindergarten classroom. Information regarding the children's progress, participation in instructional activities, and performance on trained versus untrained targets was obtained, along with parent and child satisfaction data. The authors transcribed and analyzed videotaped segments of interactions, collected samples of the children's reading and writing, interviewed the children and their parents, and monitored the children's progress. The children made gains in skills, demonstrated high interest in the activities, and made relevant contributions to the coconstruction of texts in the story enactments. No differences between reading and writing of trained versus untrained targets were found, however, most likely because the children had acquired generalized phonics skills by the time the comparisons were made.

Communication Disorders Quarterly, Vol. 25, No. 3, 127-139 (2004)
DOI: 10.1177/15257401040250030401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?