Links between early literacy and early numeracy during preschool education in France

2021 ◽  
pp. 1-13
Author(s):  
Aude Thomas ◽  
Youssef Tazouti
Keyword(s):  
Early Literacy ◽  
Preschool Education ◽  
Early Numeracy

scholarly journals Mobile Learning for Special Preschool Education

2016 ◽  
Vol 10 (1) ◽  
pp. 67 ◽  
Author(s):  
Athanasios Drigas ◽  
Georgia Kokkalia
Keyword(s):  
Early Literacy ◽  
Mobile Learning ◽  
Attention Deficit ◽  
Mobile Applications ◽  
Preschool Education ◽  
Social Emotional ◽  
Early Mathematics ◽  
Mental Problems ◽  
Educational Perspective

Nowadays the development of the Mobile Learning (ML) in children’s progress is thought significant. However, its role in special preschool education is recognized crucial, as it is a tool that can foster the knowledge and the experiences for this sensitive age. The support of specific areas in preschool education according to the educational perspective is thought significant with the maintenance of the mobile applications. In this paper we present a brief overview of the most representative studies of the last decade (2005-2015), which concentrates on skills that are examined in special kindergarten (early literacy, early mathematics, cognitive, social-emotional) and are supported by the mobile learning. The effectiveness of mobile applications in children who are autistic and face attention deficit problems is examined. The role of mobile learning in preschool children who face mental problems is also investigated.

scholarly journals Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ozge Ersan ◽  
Michael C. Rodriguez
Keyword(s):  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Early Literacy ◽  
School Readiness ◽  
Hierarchical Linear Modeling ◽  
School Context ◽  
Preschool Education ◽  
School Level ◽  
Dominant Factor ◽  
Related Factors

AbstractSocioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

Early literacy programme as support for immigrant children and as transfer to early numeracy

2017 ◽  
Vol 187 (3-4) ◽  
pp. 672-689
Author(s):  
Ofra Korat ◽  
Aviva Gitait ◽  
Deborah Bergman Deitcher ◽  
Zmira Mevarech
Keyword(s):  
Early Literacy ◽  
Immigrant Children ◽  
Early Numeracy ◽  
Literacy Programme

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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