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Showing 1 to 15 of 53 results Save | Export
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Hong, Huili – Journal of Early Childhood Literacy, 2019
This article provides a unique lens for understanding young children's poetry writing. It focuses on defamiliarization as a cultural tool and practice to engage students' imagination, playfulness, creativity and aesthetic experience into their poetry writing and to experience the world differently and aesthetically. The research aims of this…
Descriptors: Poetry, Writing (Composition), Imagination, Play
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Zadunaisky Ehrlich, Sara – Journal of Early Childhood Literacy, 2019
Paradigmatic literacy features refer to ways of thinking and using language associated with academic-scientific discourse or written language. They are intimately bound up with education and appear in their emergent forms, mainly in conversations with adult partners. The present qualitative study investigates whether, and in which ways,…
Descriptors: Persuasive Discourse, Peer Relationship, Discourse Analysis, Language Usage
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Duggins, Shaunté; Acosta, Melanie M. – Journal of Early Childhood Literacy, 2019
Within the last decade, two large reading reform efforts have directed state and local state school reading instruction, the Reading First Initiative (2002) and the Common Core State Standards for English Language Arts (2010). These initiatives have heavily shaped literacy teaching and learning with a focus on disparity reduction in literacy…
Descriptors: Reading Aloud to Others, Common Core State Standards, Teacher Attitudes, Elementary School Teachers
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Peterson, Debra S. – Journal of Early Childhood Literacy, 2019
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and…
Descriptors: Learner Engagement, Elementary School Students, Questioning Techniques, Thinking Skills
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Compton-Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie – Journal of Early Childhood Literacy, 2019
In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case…
Descriptors: Immigrants, Literacy, Longitudinal Studies, Case Studies
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Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)
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Reutzel, Pamela; Mohr, Kathleen A. J.; Jones, Cindy D. – Journal of Early Childhood Literacy, 2019
Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing…
Descriptors: Alphabets, Handwriting, Recognition (Psychology), Young Children
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Chao, Xia; Ma, Xiufang – Journal of Early Childhood Literacy, 2019
Grounded in the perspectives of language socialization and transnational habitus, this one-year ethnographic case study explores two middle-class Chinese sojourner families' educational, bilingual and biliterate practices after their arrival in the U.S. It addresses the process that their middle childhood children experienced, from the excitement…
Descriptors: Bilingualism, Literacy, Social Isolation, Socialization
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Hultin, Eva; Westman, Maria – Journal of Early Childhood Literacy, 2018
The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children's use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous…
Descriptors: Semiotics, Writing (Composition), Literacy, Family Environment
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Durán, Leah – Journal of Early Childhood Literacy, 2018
This research describes the biliteracy learning of young bilingual children in an English as a Second Language classroom. In particular, it explores factors influencing their biliteracy in a context that provided systematic and formalized instruction only in English. Using a holistic perspective on bilingualism and sociocultural theories of…
Descriptors: Bilingualism, English (Second Language), Second Language Learning, Second Language Instruction
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Alvarez, Adriana – Journal of Early Childhood Literacy, 2018
This qualitative study examines Mexican-American emerging bilingual children's depictions of their lives in the form of written narratives and drawings as a window into their own understandings and interpretations of social contexts and life experiences. Narratives that include drawings were collected once a month in a first grade classroom during…
Descriptors: Cultural Background, Bilingualism, Qualitative Research, Mexican Americans
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Axelrod, Ysaaca; Cole, Mikel W. – Journal of Early Childhood Literacy, 2018
In this paper, we utilize the theory of "translanguaging" to make sense of the biliterate activities of young emergent bilinguals in a before-school program for Latinx students at an elementary school. Our findings show that even early writers are able to draw from their full linguistic repertoire, utilizing orthographic and syntactic…
Descriptors: Code Switching (Language), Translation, Bilingualism, Hispanic American Students
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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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Sofkova Hashemi, Sylvana; Cederlund, Katarina – Journal of Early Childhood Literacy, 2017
Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation…
Descriptors: Educational Change, Literacy, Education, Educational Technology
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Lee, Young Ju – Journal of Early Childhood Literacy, 2017
Three Korean children, whose English reading test scores were comparably lower than their peers' and who showed a tendency to withdraw from class activities or resist texts, participated in a reading tutoring programme in South Korea. By reflecting on the three students' interactions with an English text, the current paper argues that resistant…
Descriptors: Critical Literacy, Reading Tests, Scores, Literacy Education
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