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Pillinger, Claire; Wood, Clare – Journal of Early Childhood Literacy, 2013
Dialogic Reading (DR) is a form of interactive shared book reading which promotes children's active participation in reading. Previous studies have demonstrated that DR positively affects young children's literacy development. This small-scale study extends existing DR research to all-male dyads to examine whether DR has a greater impact on boys'…
Descriptors: Males, Adults, Literacy, Reading Skills
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Quiroz, Blanca; Dixon, L. Quentin – Journal of Early Childhood Literacy, 2012
Research indicates that mothers scaffold the literacy skills of their children when jointly engaged in literacy-related activities in monolingual families (Tamis-LeMonda et al., 2001). Yet little is known about the linguistic environment of English language learners in the USA, a group at high risk for reading difficulties if they are only taught…
Descriptors: Reading Difficulties, Mothers, Educational Objectives, Parent Child Relationship
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Neumann, Michelle M.; Hood, Michelle; Ford, Ruth M.; Neumann, David L. – Journal of Early Childhood Literacy, 2012
Young children are surrounded by environmental print on a daily basis. Through their visual exploration of environmental print, coupled with sociocultural experiences, children gain valuable semantic and symbolic knowledge as they make sense of their world. The aim of this review is to examine the question of whether environmental print has value…
Descriptors: Young Children, Emergent Literacy, Reading Skills, Printed Materials
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Carrington, Victoria – Journal of Early Childhood Literacy, 2012
This paper argues that the revival of the Gothic as an expression of contemporary tensions and issues has significance for our views of childhood and, as a consequence, for literacy and literacy education. While the ways in which Gothic literature and other Gothic popular culture forms are used to speak to these tensions have shifted across time…
Descriptors: Children, Literacy, Toys, Popular Culture
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Vandermaas-Peeler, Maureen; Sassine, Bianca; Price, Carly; Brilhart, Caitlin – Journal of Early Childhood Literacy, 2012
The nature of parental guidance during book reading is an important influence on developmental outcomes linked to literacy and language. Despite extensive research documenting the importance of gender roles and schemas on young children's participation in the sociocultural environment, little is known about the possible influences of parent and…
Descriptors: Parent Child Relationship, Childrens Literature, Guidance, Daughters
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Davidson, Christina – Journal of Early Childhood Literacy, 2012
Research confirms that young children engage in digital literacy practices in the home. While there is an emerging body of work that documents the diversity of these practices, there is little research that examines their acquisition in situ. This article uses conversation analysis to describe and explicate the social accomplishment of a number of…
Descriptors: Young Children, Parent Child Relationship, Computer Literacy, Interpersonal Communication
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McCloskey, Erin – Journal of Early Childhood Literacy, 2012
Preschool students with disabilities engage in social interaction with peers less often than children developing typically in inclusive classrooms. This research explores how divergent theories of literacy learning, those inherent in the structure of special education and those promoted by scholars interested in emergent literacy learning, impact…
Descriptors: Learning Theories, Preschool Children, Interpersonal Relationship, Interaction
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Hare, Jan – Journal of Early Childhood Literacy, 2012
This research draws on the reflections from group discussions with indigenous families and interviews with early childhood educators and community stakeholders from five First Nations reserve communities in Canada whose young children participate in the national aboriginal Head Start On Reserve (AHSOR) programme. The purpose of the study was to…
Descriptors: Indigenous Populations, Outcomes of Education, Stakeholders, Literacy Education
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Campbell, Stacey; Torr, Jane; Cologon, Kathy – Journal of Early Childhood Literacy, 2012
Commercial phonics programmes (e.g. Jolly Phonics and Letterland) are becoming widely used in the early years of school. These programmes claim to use a systematic explicit approach, considered as the preferred method of phonics instruction for teaching alphabetic code-breaking skills in Australia and the UK in the first years of school…
Descriptors: Literacy Education, Teaching Methods, Foreign Countries, Phonics
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Damber, Ulla; Samuelsson, Stefan; Taube, Karin – Journal of Early Childhood Literacy, 2012
The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading…
Descriptors: Reading Achievement, Student Characteristics, Teaching Experience, Questionnaires
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Grieshaber, Susan; Shield, Paul; Luke, Allan; Macdonald, Shelly – Journal of Early Childhood Literacy, 2012
The combined impact of social class, cultural background and experience upon early literacy achievement in the first year of schooling is among the most durable questions in educational research. Links have been established between social class and achievement but literacy involves complex social and cognitive practices that are not necessarily…
Descriptors: Social Class, Educational Research, Family Literacy, Emergent Literacy
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Lopez, Minda Morren – Journal of Early Childhood Literacy, 2012
This study explores the language ideologies of young children in a Spanish/English dual language programme in the USA. Recent studies of language ideologies in education have centred primarily on adults or older students, but this study focuses on young children from varied language backgrounds. By analysing discussions centred on children's…
Descriptors: Childrens Literature, Language Attitudes, Ideology, Young Children
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Brown, Joel; Kim, Koomi; Ramirez, Kathleen O'Brien – Journal of Early Childhood Literacy, 2012
This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…
Descriptors: Grade 2, Low Achievement, Reading Achievement, Scores
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Jensen, Anders Skriver – Journal of Early Childhood Literacy, 2012
This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic inclusive approach to early literacy that resists a narrow accountability-oriented Danish policy (mirroring…
Descriptors: Early Childhood Education, Emergent Literacy, Educational Policy, Holistic Approach
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Rogers, Rebecca; Elias, Martille – Journal of Early Childhood Literacy, 2012
A wealth of research demonstrates that as young children acquire literacy they also approximate literate roles and relationships. Such literate identifications, or storied selves, are complex, sometimes contradictory and under construction for young people. Less research has focused on "how" young children's storied selves are…
Descriptors: Young Children, Discourse Analysis, Identification, Literacy
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