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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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Whittingham, Colleen E.; Hoffman, Emily Brown; Rumenapp, Joseph C. – Journal of Early Childhood Literacy, 2018
This research presents reflections from focus group discussions with childcare providers and parents of preschoolers in one African American community situated within a large Midwestern city in the United States. The purpose of this study was to examine parents' and childcare providers' conceptions of literacy and language related to school…
Descriptors: African American Children, Black Dialects, Language Usage, Parents
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Hu, Ran; Liu, Xiaoming; Zheng, Xun – Journal of Early Childhood Literacy, 2018
This qualitative study examined three bilingual children's (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read…
Descriptors: Picture Books, Bilingualism, Age Differences, Language Usage