Early intervention in the home for children at risk of reading failure

By Ruth Fielding-barnsley, N. Purdie. 2003

86 citations recorded by the source corpus.

Early identification of children who are at risk of developing specific reading disability has long been regarded as being crucial for successful remediation (Snow, Burns and Griffin, 1998). However, such identification must lead to immediate intervention if there is to be any benefit for the child. In addition, the intervention should be directly related to the weaknesses identified, well-grounded in theory, effective and easy to administer. The focus of the current study is on identifying children at-risk before the first years of formal schooling. The reasoning behind this is that such children are very capable of overcoming their disadvantages before formal schooling, with the assistance of their families (Fielding-Barnsley, 2000; Jordan, Snow and Porche, 2000). The intervention in this study was based on a method developed by Arnold and Whitehurst (1994), and Whitehurst, Arnold, Epstein, Angell, Smith and Fischel (1994) known as dialogic reading. Dialogic reading involves families reading with their children rather than to their children.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/36ef491c0b1c90a9e82b422f19be23369cd51a1a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, methodology): “%) reported some use of at least one of the CROWD or PEER elements, whereas researchers in one study (Fielding-Barnsley & Purdie, 2003) did not specifically report use of any of the strategies (see Table 2).”
Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. (2005, unknown): “The research cited above, as well as other work (e.g., Fielding-Barnsley & Purdie, 2002, 2003; Wasik & Bond, 2001), has demonstrated that this kind of activity enhances various aspects of language (particularly vocabulary and literacy).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “• Preschool alphabet knowledge and decoding (Fielding-Barnsley and Purdie, 2003; Hindman and Morrison, 2011)”
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “Families designated as at risk (k = 7, n = 208) received governmental support (Lonigan & Whitehurst, 1998), had low incomes (Cronan, Cruz, Arriaga, & Sarkin, 1996), or had less educated mothers (CrainThoreson & Dale, 1999; Fielding-Barnsley & Purdie, 2002, 2003).”
The parent advantage in fostering children's e-book comprehension (2018, background): “Parents can also encourage hildren to be active by asking the child questions and using other ialogic reading practices (e.g., Fielding-Barnsley & Purdie, 2003; argrave & Sénéchal, 2000; Wasik & Bond, 2001; Zevenbergen & hitehurst, 2003).”