Literacy in Early Childhood Education: Incorporating literacy through Play Based Learning utilizing an English Language Learner lens
Bibliographic record
Abstract
Canada has seen a steady regression in literacy skills, evidenced most recently in the Progress in International Reading Literacy Study (PIRLS) assessment, which saw Canada drop from a global ranking of 12th to 18th. Canadian children continue to enter the school system with weak literacy skills. Specifically, English Language Learners (ELL), have struggled in Ontario to achieve provincial baselines; coupled with their unique learning needs, ELLs make up a large percentage of Ontario student composition. One evidence-based method for supporting the learning needs of ELL students in the primary grades is through Play-Based Learning (PBL). This approach allows students to explore language, develop vocabulary, and enhance their comprehension skills, all of which are essential components of literacy. This three-year tri-funded project is conducting a feasibility study, in collaboration with a local school board, to evaluate the viability of an in-school PBL program that is tailored to the learning needs of ELL students. To address the need for relevant, meaningful PBL material, the research team will take a novel approach by utilizing LEGO, a common manipulative in a kindergarten classroom with a high ELL population. Researchers will measure the impact on student literacy development using evidence-based methods and evaluate educators’ understandings of and confidence implementing PBL pre- and post-test. The overall goal is to advocate for elements of the program to be embedded on a provincial and national scale through ELL literacy educator training, resource sourcing and allocation, and impact measurement/assessment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".