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Showing 1 to 15 of 60 results Save | Export
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Zhang, Chenyi; Dobbs-Oates, Jennifer – Journal of Research in Childhood Education, 2019
This study used data from Early Childhood Longitudinal Study -- Birth Cohort (ECLS-B) and examined the relations between children's Head Start exposure and their early academic skills (i.e., language, literacy, and math skills) in the United States. Two groups of children who shared similar socio-economic status and disability status but received…
Descriptors: Children, Longitudinal Studies, Surveys, Federal Programs
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Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit – Journal of Research in Childhood Education, 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading
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Lenhart, Lisa A.; Roskos, Kathleen A.; Brueck, Jeremy; Liang, Xin – Journal of Research in Childhood Education, 2019
Increasing young children's vocabulary remains one of the most challenging areas of early literacy instruction. Progress has been made in identifying techniques that, while often complex, work to implement routinely. This study examines the effects of an easy-to-implement technique, say-tell-do-play (STDP), that integrates proven "active…
Descriptors: Vocabulary Development, Direct Instruction, Teaching Methods, Emergent Literacy
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Neumann, Michelle M. – Journal of Research in Childhood Education, 2018
Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child…
Descriptors: Scaffolding (Teaching Technique), Mothers, Preschool Children, Emergent Literacy
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Mano, Quintino R.; Kloos, Heidi – Journal of Research in Childhood Education, 2018
When learning to read, the developing mind is likely to cluster letters into frequency-based chunks. In the current study, the authors investigated the extent to which such chunking takes place among preschoolers (N = 54) by examining the association between sensitivity to subword orthographic regularity and preschooler age. A version of the…
Descriptors: Emergent Literacy, Preschool Children, Age Differences, Orthographic Symbols
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Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica – Journal of Research in Childhood Education, 2018
Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…
Descriptors: Kindergarten, Literacy, Integrated Curriculum, Play
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Bingham, Gary E.; Culatta, Barbara; Hall-Kenyon, Kendra M. – Journal of Research in Childhood Education, 2016
This study examined teachers' implementation of an early literacy intervention, Systematic and Engaging Early Literacy (SEEL), on kindergarten children's development of early literacy skills. One hundred forty-nine kindergarten children (102 treatment) across six classrooms participated in this study. Results reveal that children who received SEEL…
Descriptors: Kindergarten, Emergent Literacy, Classroom Techniques, Educational Practices
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Mathis, Janelle B. – Journal of Research in Childhood Education, 2016
Authors and illustrators of children's literature bring to life characters and contexts that provide demonstrations of agency as well as resources upon which to build agency. Agency is considered here as making one's identity and perceptions visible and actively acknowledged by others to enhance and empower the personal, cultural, and social…
Descriptors: Sociocultural Patterns, Picture Books, Preschool Children, Ethnography
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Brown, Sally – Journal of Research in Childhood Education, 2016
This year-long qualitative study draws from multimodal theory and New Literacies Studies to document the digital literacy experiences of a diverse group of 2nd-graders using e-readers. Twenty-first century classrooms must expand traditional notions of literacy to prepare students for the ever-changing, media-rich world. Students participated in…
Descriptors: Grade 2, Electronic Learning, Handheld Devices, Picture Books
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Roskos, Kathleen A.; Sullivan, Shannon; Simpson, Danielle; Zuzolo, Nicole – Journal of Research in Childhood Education, 2016
Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children's opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15…
Descriptors: Electronic Publishing, Books, Emergent Literacy, Value Added Models
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Evans, Walter; Harris, Paulette; Sethuraman, Sankara; Thiruvaiyaru, Dharma; Pendergraft, Elizabeth; Cliett, Karen; Cato, Valerie – Journal of Research in Childhood Education, 2016
An innovative DVD of classic nursery rhymes and stories empowered at-risk kindergarten children to control in the home when and how much they listen, promoting better listening, reading, and overall literacy comprehension skills. Coupled with modest teacher training, and limited use in the classroom, the DVD generated dramatic vocabulary growth in…
Descriptors: Young Children, Poverty, Family Environment, Reading Habits
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Kelley, Michael F.; Roe, Mary; Blanchard, Jay; Atwill, Kim – Journal of Research in Childhood Education, 2015
This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English…
Descriptors: Phonemic Awareness, Emergent Literacy, Reading Improvement, Reading Fluency
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Dove, Meghan Kicklighter; Neuharth-Pritchett, Stacey; Wright, David W.; Wallinga, Charlotte – Journal of Research in Childhood Education, 2015
This study examined the relationship between parental involvement routines and former Head Start children's literacy outcomes. Former Head Start children (n = 3, 808) from the National Head Start/Public School Transition Demonstration Research Project comprised the sample. Family routines and literacy outcomes in kindergarten were examined,…
Descriptors: Parent Participation, Emergent Literacy, Research Projects, Preschool Children
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Han, Jisu; Neuharth-Pritchett, Stacey – Journal of Research in Childhood Education, 2015
This study examined interactions between preschool children and parents during shared book reading by analyzing parental self-report data. Using confirmatory factor analytic procedures and structural equation modeling, this study developed a scale measuring meaning-related and print-related reading interactions and examined their associations with…
Descriptors: Preschool Children, Parent Child Relationship, Reading Aloud to Others, Reading Skills
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Dexter, Casey A.; Stacks, Ann M. – Journal of Research in Childhood Education, 2014
This study examined relations between parenting, shared reading practices, and child development. Participants included 28 children (M = 24.66 months, SD = 8.41 months) and their parents. Measures included naturalistic observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading…
Descriptors: Child Rearing, Parent Child Relationship, Reading Aloud to Others, Low Income Groups
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