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
- Institución
- Universidad Nacional de La Plata
- OAI Identificador
- oai:sedici.unlp.edu.ar:10915/20165
Ver los metadatos del registro completo
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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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dc.identifier.none.fl_str_mv |
http://sedici.unlp.edu.ar/handle/10915/20165 |
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http://sedici.unlp.edu.ar/handle/10915/20165 |
dc.language.none.fl_str_mv |
eng |
language |
eng |
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info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5) |
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openAccess |
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http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Argentina (CC BY-NC-ND 2.5) |
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