Stage 1. Day conference for all Contemporary teachers. Issues in Early Childhood, 157-168. 2(2), Neuman, S. B. (1999). Staff in 50 childcare 1st programme - 5 books Standardised assessments Children in programme Environments and low make a difference: A centres in Pennsylvania. per child given to centres. before programme and after scored higher on 4 of 6 training levels fall below study of access to literacy. Monthly workshops in programme in language and assessment measures. NZ standards. 35 treatment and 31 control local libraries by pre-school literacy measures. Reading Research 3 and 4 year olds in 50 286-311. specialists and some Quarterly, 34(3), centres in economically Photographic accounts of with the centre. disadvantaged areas in each centre where communities, who were 2nd programme - More there were books, followed into school after 6 context-specific training observations of child: months. and support model of teacher interactions, workshops in centres, on collection schedules, developmentally teacher survey. appropriate practice, read aloud techniques, stretching ideas to make meaning, ways to enhance access to books. McNaughton, S., 7 Tongan families and Shared ideas about types of Child observation. Children’s engagement in Some new story books in Wolfgramm, E., & Afeaki, children from Tongan early reading, showed non-immediate talk. Tongan supplied and V. (1996). childhood centre. demonstration and limited help given for Reading Parents to their styles. commentary, discussed transport and telephone strategies for Tongan Auckland: practical ideas. Parents to communication. Auckland Uniservices Ltd. respond to children’s Programmes need adequate initiations. resourcing. Sauvao, L. (1995). Samoan and Tokelauan Action of lesson Written and verbal Fear of parents and Parents' parents in playgroup. demonstrations on shared evaluations. teachers hindered involvement in A'oga reading, story telling and participation. Amata: actions speak Paper song teaching, parents louder than words. presented at the New undertaking tasks and being Zealand Association for observed, researcher Research in Education feedback. Conference, 7-10
Stage 1. Contemporary Issues in Early Childhood, 2(2), 157-168. Day conference for all teachers. Neuman, S. B. (1999). make a difference: A study of access to literacy. Reading Research Quarterly, 34(3), 286-311. Staff in 50 childcare centres in Pennsylvania. 35 treatment and 31 control 3 and 4 year olds in 50 centres in economically disadvantaged communities, who were followed into school after 6 months. 1st programme - 5 books per child given to centres. Monthly workshops in local libraries by pre-school specialists and some with the centre. 2nd programme - More context-specific training and support model of workshops in centres, on developmentally appropriate practice, read aloud techniques, stretching ideas to make meaning, ways to enhance access to books. Standardised assessments before programme and after programme in language and literacy measures. Photographic accounts of areas in each centre where there were books, observations of child: teacher interactions, collection schedules, teacher survey. Children in programme scored higher on 4 of 6 assessment measures. Environments and low training levels fall below NZ standards. McNaughton, S., Wolfgramm, E., & Afeaki, V. (1996). Reading strategies for Tongan Auckland: Auckland Uniservices Ltd. 7 Tongan families and children from Tongan early childhood centre. Shared ideas about types of reading, showed demonstration and commentary, discussed practical ideas. Parents to respond to children’s initiations. Child observation. Children’s engagement in non-immediate talk. Parents to their styles. Some new story books in Tongan supplied and limited help given for transport and telephone communication. Programmes need adequate resourcing. Sauvao, L. (1995). Parents' involvement in A'oga Amata: actions speak louder than words. Paper presented at the New Zealand Association for Research in Education Conference, 7-10 Samoan and Tokelauan parents in playgroup. Action of lesson demonstrations on shared reading, story telling and song teaching, parents undertaking tasks and being observed, researcher feedback. Written and verbal evaluations. Fear of parents and teachers hindered participation.
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