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Challenging Contexts • Oral Language • Emergent Literacy • Parent and the Home
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Articles on Challenging Contexts
Idris, K. M., & Asfaha, Y. M. (2019). Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea. Nordic Journal of Comparative and International Education (NJCIE), 3(2), 72-90.
This article is based on 18-month participatory action research (PAR) project conducted with teachers and school leadership personnel in one of the remote and most culturally diverse regions in Eritrea. It argues for a comprehensive understanding of managing the learning process in challenging schooling circumstances. Using interview data and longer term engagements with research participants, alongside a literature review, the views of research participants could be grouped into five main professional perspectives: the need to overcome the transitory nature of teachers, the knowledge of learners, proactive guidance, professional commitment and collaborative practices. These perspectives arguably constitute quality education in the study schools and beyond.
Dulay, K. M., Cheung, S. K., Reyes, P., & McBride, C. (2019). Effects of parent coaching on Filipino children’s numeracy, language, and literacy skills. Journal of Educational Psychology, 111(4), 641-662.
This study evaluated the impact of a 12-week parent coaching program for numeracy, language, and literacy skills among 3- to 5-year-old children from low- to middle-income families in the Philippines. Results demonstrated relatively specific effects of program content on children’s skills. Children who received the numeracy program improved in their numeracy skills (e.g., identifying numerals, counting objects), children who received the dialogic reading program learned more words that were in the storybooks that they were exposed to, and children who received early literacy skills training learned more letters, demonstrated better awareness of print functions and conventions, and had better syllable deletion skills at post-test.
Mesa, C., Newbury, D.F., Nash, M., Clarke, P., Esposito, R., Elliot, L., De Barbieri, Z., Fernández, M.A., Villanueva, P., Hulme, C. & Snowling, M.J. (2020). The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial, International Journal of Educational Research, 100.
This study explored the effects of a 27-week reading and language intervention, for low-income children living in a remote Chilean community. At the end of the intervention, children in the intervention group showed improvements compared to the waiting group on pre-literacy (a range of skills that include a child's ability to identify letters, numbers, or shapes), reading, language, and reading comprehension measures. The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. The findings therefore suggest that language and literacy programs can be useful for improving attainment in children living in disadvantaged and isolated communities.
