The Impact of a Therapy Dog Program on Children’s Reading: Follow-up and Extension to ELL Students

2017 ◽  
Vol 46 (1) ◽  
pp. 103-116 ◽  
Author(s):  
Jean Kirnan ◽  
Nina E. Ventresco ◽  
Thomas Gardner
Keyword(s):  
Therapy Dog ◽  
Ell Students ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Training parents as effective listeners of their children's reading

1987 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
S. Raciti ◽  
P. Mathams
Keyword(s):  
Special Education ◽  
Oral Reading ◽  
Pilot Project ◽  
Reading Program ◽  
Reading Programs ◽  
Children's Reading ◽  
Target Children ◽  
Children’S Reading

This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

Reading identities across language contexts: The role of language of text and talk for multilingual learners

2020 ◽  
pp. 146879842098175
Author(s):  
Christopher J Wagner
Keyword(s):  
Family Literacy ◽  
English Language ◽  
Language Use ◽  
Early Reading ◽  
Literacy Programme ◽  
Children's Reading ◽  
The Impact ◽  
Chinese And English ◽  
Children’S Reading

Reading identities are the ways that a child constructs the self as a reader across contexts and time. This study examines the impact of language contexts on the reading identities of multilingual children. Participants were ten prekindergarten children participating in a Chinese-English family literacy programme with a parent or grandparent. Participants read Chinese and English language books across English, Chinese and multilingual contexts. Children’s reading identities were examined across language contexts to explore the interplay between language contexts and reading identities. Findings describe convergences and differences in reading identities across contexts for Chinese, English and multilingual language use and Chinese and English texts, and provide insights into the ways that different language contexts for reading affect multilingual children’s early reading identities. Multilingual contexts appear to provide key spaces for the development of reading identities, and English and Chinese contexts contribute to unique aspects of children’s reading identities.

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