Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool.

{"article_title":"Guidelines for the Institutional Implementation of Developmental Neuroprotective Care in the Neonatal Intensive Care Unit. Part A: Background and Rationale. A Joint Position Statement From the CANN, CAPWHN, NANN, and COINN.","author":"Milette I, Martel MJ, Ribeiro da Silva M, Coughlin McNeil M","journal_title":"The Canadian journal of nursing research = Revue canadienne de recherche en sciences infirmieres","issn":"0844-5621","isbn":"","publication_date":"2007-12-01","volume":"57","issue":"2","first_page":"46","page_count":"","accession_number":"28841058","doi":"","publisher":"SAGE Publishing","doctype":"Guideline","subjects":"Canada; Intensive Care Units, Neonatal organization & administration; Intensive Care, Neonatal standards; Neonatal Nursing standards; Canada; Humans; Infant, Newborn; Societies, Nursing","interest_area":["Pediatric Medicine"," Emergency Medicine"],"abstract":"The use of age-appropriate care as an organized framework for care delivery in the neonatal intensive care unit is founded on the work of Heidelise Als, PhD, and her synactive theory of development. This theoretical construct has recently been advanced by the work of Gibbins and colleagues with the \"universe of developmental care\" conceptual model and developmental care core measures which were endorsed by the National Association of Neonatal Nurses in their age-appropriate care of premature infant guidelines as best-practice standards for the provision of high-quality care in the neonatal intensive care unit. These guidelines were recently revised and expanded. In alignment with the Joint Commission's requirement for health-care professionals to provide age-specific care across the lifespan, the core measures for developmental care suggest the necessary competencies for those caring for the premature and critically ill hospitalized infant. Further supported by the Primer Standards of Accreditation and Health Canada, the institutional implementation of theses core measures requires a strong framework for institutional operationalization, presented in these guidelines. Part A of this article will present the background and rationale behind the present guidelines and their condensed table of recommendations.","url":"https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=mdl&AN=28841058","isPdfLink":true,"isSAML":false,"an":"28841058","number_other":"","type_pub":"","issn_print":"07369387","languages":"English","language":"eng","date_entry":"","date_update":"","titleSource":"Annals of Dyslexia. 2007, Vol. 57 Issue 2, p161-178. 18p. 1 Diagram, 5 Charts.","date_pub_cy":"","type_document":"","contract_publisher":"","authored_on":"2007-12-01","description":"This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children\u2019s English emergent literacy skills and the ELL children\u2019s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children\u2019s English and Spanish emergent literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children\u2019s print knowledge in English and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively to assess preschool children\u2019s emergent literacy skills. [ABSTRACT FROM AUTHOR]","upload_link":"https:\/\/search.ebscohost.com\/login.aspx?direct=true&site=eds-live&db=cxh&AN=28841058&authtype=shib&custid=ns346513&group=main&profile=eds","no_of_pages":"","authored_by":"Farver, JoAnn M., Nakamoto, Jonathan, Lonigan, Christopher J.","header":{"DbId":"cxh","DbLabel":"Biomedical Reference Collection: Corporate","An":"28841058","RelevancyScore":"676","PubType":"Academic Journal","PubTypeId":"academicJournal","PreciseRelevancyScore":"675.905517578125"},"plink":"https:\/\/search.ebscohost.com\/login.aspx?direct=true&site=eds-live&db=cxh&AN=28841058&authtype=shib&custid=ns346513&group=main&profile=eds","physicalDescription":{"Pagination":{"PageCount":"18","StartPage":"161"}},"additionalInfo":{"Authored_By":"Farver, JoAnn M., Nakamoto, Jonathan, Lonigan, Christopher J.","Published_Date":"2007-12-01","Source":"Annals of Dyslexia. 2007, Vol. 57 Issue 2, p161-178. 18p. 1 Diagram, 5 Charts.","Languages":"English","Subjects":"PRESCHOOL children, LITERACY, ENGLISH language education in preschools, SPANISH language, EMERGENT literacy, PHONOLOGY","Title_Abbreviations":"Annals of Dyslexia","Volume":"57"}}