A Language and Literacy Program for Indigenous Kindergartners: Preliminary Findings Nine Indigenous kindergarteners displayed gains in targeted expressive vocabulary, narrative comprehension, alphabet identification, phonological awareness, and comprehension of passage reading following a 6-week shared reading program using storybooks about Indigenous children and their adventures. Cultural values and beliefs guided the selection of the storybooks and the content of the supplemental ... Article
Article  |   July 01, 2011
A Language and Literacy Program for Indigenous Kindergartners: Preliminary Findings
Author Affiliations & Notes
  • Diane Frome Loeb
    The University of Kansas, Lawrence, KS
  • Katherine Redbird
    The University of Kansas, Lawrence, KS
  • Grace E. McConnell
    The University of Kansas, Lawrence, KS
  • Author's Note
    Author's Note×
    We would like to thank the families and their children for their participation and express our gratitude to the principal, staff, and kindergarten teachers. Thank you to our former students Aletha Shine Burnette, Kipperly Watkins, Heather Wherrell, and Kate Wilson for their assistance. Readers can contact the first author for more information about the storybook units described in this article or share their ideas with us at dianelo@ku.edu.
    We would like to thank the families and their children for their participation and express our gratitude to the principal, staff, and kindergarten teachers. Thank you to our former students Aletha Shine Burnette, Kipperly Watkins, Heather Wherrell, and Kate Wilson for their assistance. Readers can contact the first author for more information about the storybook units described in this article or share their ideas with us at dianelo@ku.edu.×
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Normal Language Processing / Articles
Article   |   July 01, 2011
A Language and Literacy Program for Indigenous Kindergartners: Preliminary Findings
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, July 2011, Vol. 18, 42-47. doi:10.1044/cds18.2.42
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, July 2011, Vol. 18, 42-47. doi:10.1044/cds18.2.42

Nine Indigenous kindergarteners displayed gains in targeted expressive vocabulary, narrative comprehension, alphabet identification, phonological awareness, and comprehension of passage reading following a 6-week shared reading program using storybooks about Indigenous children and their adventures. Cultural values and beliefs guided the selection of the storybooks and the content of the supplemental language and literacy activities. This classroom program may be a viable way to provide culturally relevant Response to Intervention (RTI) for Indigenous children who are at risk for language and reading difficulties.

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