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Showing 1 to 15 of 33 results Save | Export
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Korat, Ofra; Falk, Yael – Journal of Early Childhood Literacy, 2019
We examined whether eBooks for children (aged 3 to 8) available on the market can serve as a good support for language and literacy. This follows studies published 10 years ago, which showed that children's e-books are usually overloaded with multimedia effects that distract children from the storyline, and from language and literacy learning.…
Descriptors: Electronic Publishing, Childrens Literature, Literacy Education, Language Skills
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Bergman Deitcher, Deborah; Aram, Dorit; Adar, Gali – Journal of Early Childhood Literacy, 2019
This qualitative study explores parents' considerations in selecting narrative picturebooks to read with their children. Participants included 104 middle-socioeconomic status parents (84 mothers, 20 fathers) of young children (51 boys, 53 girls; M[subscript age] = 61.26, SD = 9.52). We presented parents with two translated children's books whose…
Descriptors: Reading Material Selection, Childrens Literature, Parent Attitudes, Illustrations
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Acevedo, María V. – Journal of Early Childhood Literacy, 2019
Children's life experiences can position their exploration of global cultural communities within early childhood classrooms. Some early childhood educators, however, are concerned that many young children do not have direct experience of global cultures and thus believe that differences between cultural practices will be confusing to young…
Descriptors: Play, Cultural Awareness, Early Childhood Education, Preschool Teachers
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Nevo, Einat; Vaknin-Nusbaum, Vered – Journal of Early Childhood Literacy, 2018
The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over…
Descriptors: Childrens Literature, Books, Kindergarten, Semitic Languages
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Moses, Lindsey; Kelly, Laura Beth – Journal of Early Childhood Literacy, 2018
In this formative experiment, we examined interventions in and modifications to literacy instruction in a first-grade classroom with the aim of cultivating a love of reading among the students. Consistent with the design of formative experiments, the teacher established a pedagogical goal of building a love of reading, and throughout the year…
Descriptors: Grade 1, Elementary School Students, Literature Appreciation, Intervention
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Robertson, Sarah-Jane L.; Reese, Elaine – Journal of Early Childhood Literacy, 2017
This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children.…
Descriptors: Childrens Literature, Reading Material Selection, Parents, Language Acquisition
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Gilkerson, Jill; Richards, Jeffrey A.; Topping, Keith J. – Journal of Early Childhood Literacy, 2017
Early language development predicts later reading competence, but does reading to young children enhance the language interaction between them and their parents? Automatic assessment of language interaction now yields adult word counts, conversational turn counts and child vocalization counts. This study had 98 families return reading activity…
Descriptors: Childrens Literature, Language Acquisition, Young Children, Language Skills
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Kim, So Jung – Journal of Early Childhood Literacy, 2016
In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English…
Descriptors: Role, Peer Relationship, Preschool Children, Bilingualism
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Rogers, Rebecca; Labadie, Meredith; Pole, Kathryn – Journal of Early Childhood Literacy, 2016
One of the tensions in conducting participatory literacy research with young children is finding the balance between protection and voice. In this paper, we describe how we sought to create participant-centred research techniques within the evolving design of a yearlong action research study with kindergarten students. Through weekly classroom…
Descriptors: Literacy Education, Young Children, Student Participation, Research Methodology
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Damber, Ulla – Journal of Early Childhood Literacy, 2015
The enquiries in this study were directed towards the reading of children's literature in preschool with the aim of describing and analysing how read-alouds were carried out in 39 preschools in the northern and southern parts of Sweden. How often were read-alouds performed? How long were they? How was literature chosen? Who initiated the…
Descriptors: Foreign Countries, Preschool Children, Oral Reading, Reading Aloud to Others
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Liebeskind, Kara G.; Piotrowski, Jessica T.; Lapierre, Matthew A.; Linebarger, Deborah L. – Journal of Early Childhood Literacy, 2014
Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent-child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of…
Descriptors: Family Literacy, Family Environment, Parent Child Relationship, Academic Achievement
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Duursma, Elisabeth – Journal of Early Childhood Literacy, 2014
Bookreading has proven to be beneficial for children's language and literacy development (e.g. Bus, Van Ijzendoorn and Pellegrini, 1995; Fletcher and Reese, 2005; Mol and Bus, 2011a). Families in Western countries are often advised to read to their young children, and many parents appear to be aware of the positive effects of bookreading. However,…
Descriptors: Foreign Countries, Parents, Reading Habits, Parent Influence
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Edwards, Claire Maples – Journal of Early Childhood Literacy, 2014
Maternal emergent literacy practices during shared-reading interactions with 18-36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother-toddler dyads from middle…
Descriptors: Mothers, Reading Habits, Literacy, Reading Aloud to Others
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Jones, Stephanie – Journal of Early Childhood Literacy, 2013
Drawing from a four-year critical ethnographic study of young girls and their literacy practices inside and outside school, this article foregrounds a lived pedagogical moment when conflicting discourses about reading instruction collided in a critically focused second-grade classroom. Through my analyses I make the argument that the pervasiveness…
Descriptors: Critical Literacy, Childrens Literature, Reading Instruction, Ethnography
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Chiong, Cynthia; DeLoache, Judy S. – Journal of Early Childhood Literacy, 2013
One of the most common types of interaction between parents and their very young children is picture-book reading, with alphabet books being one of the most popular types of book used in these interactions. Here we report two studies examining alphabet letter learning by 30- to 36-month-old children in book-reading interactions with an adult. Each…
Descriptors: Alphabets, Picture Books, Young Children, Orthographic Symbols
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