Longitudinal profiles of shared book reading in early childhood and children’s academic achievement in Year 3 of school

2019 ◽  
Vol 31 (1) ◽  
pp. 31-49 ◽  
Author(s):  
Nicole Hayes ◽  
Donna C. Berthelsen
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Book Reading ◽  
Shared Book Reading ◽  
Longitudinal Profiles

The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

2021 ◽  
pp. 014272372110567
Author(s):  
Tessa Weadman ◽  
Tanya Serry ◽  
Pamela C. Snow
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Emergent Literacy ◽  
Oral Language ◽  
Content Validity ◽  
Rating Scale ◽  
Early Childhood Teachers ◽  
Face Validity ◽  
Book Reading ◽  
Shared Book Reading

Shared book reading in preschool settings plays an influential role in supporting children’s oral language and emergent literacy skills. Early childhood teachers can provide high-quality shared book reading experiences using extratextual utterances (reading beyond the story text) to maximise these learning outcomes. We report on the development and psychometric properties of the ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) tool, a comprehensive observational checklist designed to document early childhood teachers’ extratextual oral language and emergent literacy strategies during shared book reading. The ELLECCT measures teachers’ dialogic reading prompts, vocabulary promotion strategies, responsive statements, print knowledge and phonological awareness. The ELLECCT also contains a rating scale examining paralinguistic and nonverbal strategies used by early childhood teachers to support engagement during shared book reading interactions. The psychometric properties of the ELLECCT were measured in a four-phase process. Content validity was tested using the Content Validity Index and a three-round Delphi process was used to measure face validity. Both intra-rater and inter-rater reliability were evaluated from a sample of 32 shared book reading observations. The study findings provide preliminary evidence for the psychometric properties of the ELLECCT, such that it is judged as suitable for evaluation of early childhood teachers’ use of extratextual and paralinguistic strategies while engaged in shared book reading. We describe the ELLECCT’s potential application in both classroom coaching and training, and as a research tool, to support early childhood teachers’ skill-development during shared book reading.

Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms

2020 ◽  
Vol 31 (8) ◽  
pp. 1187-1205
Author(s):  
Patrí Alvarenga ◽  
Tricia A. Zucker ◽  
Sherine Tambyraja ◽  
Laura Justice
Keyword(s):  
Early Childhood ◽  
Emotional State ◽  
Book Reading ◽  
Shared Book Reading ◽  
Early Childhood Classrooms

Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

2017 ◽  
Vol 19 (1) ◽  
pp. 107-133 ◽  
Author(s):  
Margaret R Beneke ◽  
Gregory A Cheatham
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Critical Literacy ◽  
Teacher Educators ◽  
Racial Diversity ◽  
Skin Colour ◽  
Book Reading ◽  
Shared Book Reading ◽  
Literacy Practice ◽  
Daily Lives

Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and learner) and discourses (i.e. early childhood literacy) that the children and teachers co-constructed. We suggest that teachers used shared-book reading time to enact a discourse of literacy readiness and treated the activity as an opportunity to teach academic skills (e.g. classification and colour vocabulary) through teacher recitation. During these shared-book reading experiences, we argue that teachers and children constructed skin colour as politically neutral, without acknowledging the word ‘race’ or its deeply embedded meanings in the U.S. Based on this analysis, we discuss implications for teacher educators in terms of critical literacy practice in early childhood.

Profiles of teacher & child talk during early childhood classroom shared book reading

2021 ◽  
Vol 56 ◽  
pp. 27-40
Author(s):  
Tricia A. Zucker ◽  
Ryan Bowles ◽  
Jill Pentimonti ◽  
Sherine Tambyraja
Keyword(s):  
Early Childhood ◽  
Book Reading ◽  
Shared Book Reading ◽  
Early Childhood Classroom

Technology-Enhanced Dialogic Reading Experiences for Children With Developmental Disabilities

2021 ◽  
pp. 016264342199900
Author(s):  
Sloan O. Storie ◽  
Christan Grygas Coogle ◽  
Naomi L. Rahn
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Autism Spectrum ◽  
Dialogic Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Early Childhood Educator ◽  
Inclusive Practice ◽  
Speech Language Pathologist ◽  
Wh Questions

This manuscript describes an early childhood educator working collaboratively with a speech language pathologist and using an augmentative and alternative (AAC) device (iPad™ application) to label target vocabulary during shared book reading as an inclusive practice. The child throughout the vignettes includes a young boy identified with autism spectrum disorder who has limited verbal communication. The focus of this manuscript is using traditional wh- questions within level one of dialogic reading paired with an AAC device during shared book reading sessions. Step-by-step procedures that can be used widely including adaptations and considerations for individualizing instructions are provided. Resources and additional supports are discussed.

Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

2019 ◽  
Vol 42 (3) ◽  
pp. 224-243
Author(s):  
Shayne B. Piasta ◽  
Brook Sawyer ◽  
Laura M. Justice ◽  
Ann A. O’Connell ◽  
Hui Jiang ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Controlled Trial ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Language And Literacy ◽  
Replication Studies ◽  
Language And Literacy Instruction

Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.

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