Prereading/Language Development in Two Day Care Centers

1981 ◽  
Vol 13 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Joanne R. Nurss ◽  
Ruth A. Hough ◽  
Millie S. Goodson
Keyword(s):  
Language Development ◽  
Reading Instruction ◽  
Oral Language ◽  
Day Care ◽  
Picture Book ◽  
Beginning Reading ◽  
Day Care Centers ◽  
Language Curriculum ◽  
Beginning Reading Instruction ◽  
Narrative Conventions

The purpose of this study was to analyze the language of eight 4-year-old children from two day care centers as they described a picture and told a story from pictures in a wordless picture book. The children's oral language was analyzed for vocabulary, syntax, completeness, and accuracy. Their stories were assessed for Applebee's narrative conventions and structure. Comprehension of the picture and the book was assessed by questions. The children's descriptions and stories, although short, contained a variety of vocabulary words and an above average number of words per T-unit for their age. However, their stories did not contain any narrative conventions nor did the children demonstrate that they had achieved a sense of the story. The children's descriptions were only partially accurate, and they demonstrated limited comprehension of the picture and story. These results are discussed in relation to the day care and pre-school language curriculum and environment. Implications are drawn for the children's prereading development and their readiness for beginning reading instruction.

scholarly journals Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ashley M. Pinkham ◽  
Tanya Kaefer ◽  
Susan B. Neuman
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Domain Knowledge ◽  
Picture Book ◽  
Child Outcomes ◽  
Vocabulary Knowledge ◽  
Maternal Knowledge ◽  
Language Outcomes ◽  
Transmission Of Knowledge ◽  
Knowledge Calibration

For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.

Modality Preference as a Model for Differentiating Beginning Reading Instruction: A Review of the Issues

1981 ◽  
Vol 4 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Barbara Larrivee
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Measurement Instruments ◽  
Instructional Programs ◽  
Learning To Read ◽  
Differential Instruction ◽  
Differentiating Instruction ◽  
Marked Preference ◽  
Beginning Reading Instruction ◽  
Modality Preference

This paper reviews accumulated research pertinent to the issue of modality preference as a method for differentiating beginning reading instruction. Research is considered here in the following categories: Studies providing differential instruction based on modality preference; related studies comparing auditory and visual modes as mediational channels; and studies dealing with the extent to which auditory and visual capacities are related to success in beginning reading. The following conclusions are presented: 1) Regardless of the measure used to classify learners, only a relatively small percentage of children showed a marked preference for either modality; 2) most current measurement instruments did not demonstrate the necessary reliability to be used in decisions concerning differential assignment of children to instructional programs; and 3) differentiating instruction according to modality preference apparently did not facilitate learning to read.

Beginning reading instruction

1993 ◽  
Vol 19 (7) ◽  
pp. 601-665
Author(s):  
Dina Feitelson ◽  
Adriana G. Bus
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Beginning Reading Instruction

The Relationship of Eyemovement Measures to Psychomotor Skills and other Elemental Skills Involved in Learning to Read

1972 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
R. G. Stennett ◽  
P. C. Smythe ◽  
June Pinkney ◽  
Ada Fairbairn
Keyword(s):  
Reading Instruction ◽  
Beginning Reading ◽  
Psychomotor Skills ◽  
Psychomotor Tests ◽  
Learning To Read ◽  
Key Skills ◽  
Good Reading ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship

The results of the three studies reported indicate that a measure of simple oculomotor skill, relatively uncomplicated by cognitive and motivational factors, can be obtained by photographing Ss' eyemovements as they read digits with a set for speed. This simple oculomotor skill is apparently well developed in students who are beginning reading instruction. Simple psychomotor tests probably cannot be used as substitutes for direct eyemovement measures and neither such tests nor measures of simple oculomotor skill relate very well to several measures of the elemental sub-skills involved in learning to read. Efficient eyemovement behavior during reading is primarily a result rather than a cause of good reading. Studies which attempt to isolate the key skills explaining the variability in children's success in beginning reading can, therefore, safely ignore measures of eyemovement.

Sign in / Sign up

Export Citation Format

Share Document