Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home

Autores
Rosemberg, Celia Renata; Stein, Alejandra; Menti, Alejandra
Año de publicación
2011
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The study evaluates the impact of a linguistic and cognitive development program for 5- year-old children. The program was implemented undergoing two conditions. In the first condition, the children participated in activities in their preschool classroom (extensive condition), while the second condition also involved family literacy activities in the children’s homes (intensive condition). The program’s impact was evaluated by using a pre-test – post-test design. The tests for receptive vocabulary (RV), category production (CP) and writing were administered to a sample of 214 children who participated in the intensive condition, 69 who participated in the extensive condition, and a control group of 49 children from Buenos Aires who did not participate in the program. The results showed that participation in the intensive condition led to a greater increase in RV, CP and writing abilities than the extensive condition and that both experimental conditions showed a greater increase in skill level when compared with the control group. The mother’s education level and previous preschool attendance seemed to have no effect. The results showed significant correlations between all of the variables analyzed and that the RV scores at the beginning of the year predicted both the RV and writing scores at the end of the year.
Facultad de Psicología
Fuente
Memoria académica
Materia
Psicología
literacy
vocabulary
intervention programs
Vocabulario
familia
alfabetización
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/20165

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network_name_str SEDICI (UNLP)
spelling Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at homeRosemberg, Celia RenataStein, AlejandraMenti, AlejandraPsicologíaliteracyvocabularyintervention programsVocabulariofamiliaalfabetizaciónThe study evaluates the impact of a linguistic and cognitive development program for 5- year-old children. The program was implemented undergoing two conditions. In the first condition, the children participated in activities in their preschool classroom (extensive condition), while the second condition also involved family literacy activities in the children’s homes (intensive condition). The program’s impact was evaluated by using a pre-test – post-test design. The tests for receptive vocabulary (RV), category production (CP) and writing were administered to a sample of 214 children who participated in the intensive condition, 69 who participated in the extensive condition, and a control group of 49 children from Buenos Aires who did not participate in the program. The results showed that participation in the intensive condition led to a greater increase in RV, CP and writing abilities than the extensive condition and that both experimental conditions showed a greater increase in skill level when compared with the control group. The mother’s education level and previous preschool attendance seemed to have no effect. The results showed significant correlations between all of the variables analyzed and that the RV scores at the beginning of the year predicted both the RV and writing scores at the end of the year.Facultad de Psicología2011info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticulohttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttp://sedici.unlp.edu.ar/handle/10915/20165<a href="http://www.memoria.fahce.unlp.edu.ar" target="_blank">Memoria académica</a>reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLPenginfo:eu-repo/semantics/altIdentifier/url/http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.5159/pr.5159.pdfinfo:eu-repo/semantics/altIdentifier/issn/1851-8893info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/2.5/ar/Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)2025-09-29T10:54:10Zoai:sedici.unlp.edu.ar:10915/20165Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-29 10:54:10.473SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
title Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
spellingShingle Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
Rosemberg, Celia Renata
Psicología
literacy
vocabulary
intervention programs
Vocabulario
familia
alfabetización
title_short Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
title_full Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
title_fullStr Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
title_full_unstemmed Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
title_sort Educational orientation regarding vocabulary and literacy access : Evaluating the impact of an intervention program designed to promote early learning at home
dc.creator.none.fl_str_mv Rosemberg, Celia Renata
Stein, Alejandra
Menti, Alejandra
author Rosemberg, Celia Renata
author_facet Rosemberg, Celia Renata
Stein, Alejandra
Menti, Alejandra
author_role author
author2 Stein, Alejandra
Menti, Alejandra
author2_role author
author
dc.subject.none.fl_str_mv Psicología
literacy
vocabulary
intervention programs
Vocabulario
familia
alfabetización
topic Psicología
literacy
vocabulary
intervention programs
Vocabulario
familia
alfabetización
dc.description.none.fl_txt_mv The study evaluates the impact of a linguistic and cognitive development program for 5- year-old children. The program was implemented undergoing two conditions. In the first condition, the children participated in activities in their preschool classroom (extensive condition), while the second condition also involved family literacy activities in the children’s homes (intensive condition). The program’s impact was evaluated by using a pre-test – post-test design. The tests for receptive vocabulary (RV), category production (CP) and writing were administered to a sample of 214 children who participated in the intensive condition, 69 who participated in the extensive condition, and a control group of 49 children from Buenos Aires who did not participate in the program. The results showed that participation in the intensive condition led to a greater increase in RV, CP and writing abilities than the extensive condition and that both experimental conditions showed a greater increase in skill level when compared with the control group. The mother’s education level and previous preschool attendance seemed to have no effect. The results showed significant correlations between all of the variables analyzed and that the RV scores at the beginning of the year predicted both the RV and writing scores at the end of the year.
Facultad de Psicología
description The study evaluates the impact of a linguistic and cognitive development program for 5- year-old children. The program was implemented undergoing two conditions. In the first condition, the children participated in activities in their preschool classroom (extensive condition), while the second condition also involved family literacy activities in the children’s homes (intensive condition). The program’s impact was evaluated by using a pre-test – post-test design. The tests for receptive vocabulary (RV), category production (CP) and writing were administered to a sample of 214 children who participated in the intensive condition, 69 who participated in the extensive condition, and a control group of 49 children from Buenos Aires who did not participate in the program. The results showed that participation in the intensive condition led to a greater increase in RV, CP and writing abilities than the extensive condition and that both experimental conditions showed a greater increase in skill level when compared with the control group. The mother’s education level and previous preschool attendance seemed to have no effect. The results showed significant correlations between all of the variables analyzed and that the RV scores at the beginning of the year predicted both the RV and writing scores at the end of the year.
publishDate 2011
dc.date.none.fl_str_mv 2011
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info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.none.fl_str_mv http://sedici.unlp.edu.ar/handle/10915/20165
url http://sedici.unlp.edu.ar/handle/10915/20165
dc.language.none.fl_str_mv eng
language eng
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dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5)
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv <a href="http://www.memoria.fahce.unlp.edu.ar" target="_blank">Memoria académica</a>
reponame:SEDICI (UNLP)
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