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    Mission I'm possible (MIP): Effects of a community-based project on the basic literacy skills of at-risk kindergarteners

    Access Status
    Fulltext not available
    Authors
    Chong, W.
    Moore, D.
    Nonis, Karen
    Tang, H.
    Koh, P.
    Wee, S.
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Chong, W. and Moore, D. and Nonis, K. and Tang, H. and Koh, P. and Wee, S. 2014. Mission I'm possible (MIP): Effects of a community-based project on the basic literacy skills of at-risk kindergarteners. Infants and young children. 27 (1): pp. 60-73.
    Source Title
    Infants and young children
    DOI
    10.1097/IYC.0b013e3182a60281
    ISSN
    0896-3746
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/28969
    Collection
    • Curtin Research Publications
    Abstract

    This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project -- "Mission I'm Possible" (MIP), instigated by a major children's hospital for children with developmental delays. A unique and key feature of MIP is the anchor of a learning support educator to support the child and the teacher in the classroom after completion of a one-on-one pullout literacy intervention conducted over 10 weekly sessions. At pretest, these children lagged behind their peers in most emergent reading tasks. At posttest, they made a mean gain of 11 months across various tasks that involved vocabulary, prereading and reading performances, and written language. No significant differences were found in aspects of their receptive and expressive language. Parents reported significant improvement in their children's prosocial behavior but not in other aspects of social and behavioral functioning. The findings reiterated that of early intervention programs in the West, demonstrating the malleability of young children's learning capacities despite developmental delays. Implications of the findings on the literacy development of such children are discussed.

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