The influence of selecting and taking picture books home on the at‐home reading behaviors of kindergarten children

1996 ◽  
Vol 35 (3) ◽  
pp. 249-259 ◽  
Author(s):  
Clyde C. Robinson ◽  
Jean M. Larsen ◽  
Julie H. Haupt
Keyword(s):  
Picture Books ◽  
Kindergarten Children ◽  
Reading Behaviors ◽  
Home Reading ◽  
At Home

Reading at Home, Reading at School

2020 ◽  
pp. 289-309
Author(s):  
Gisela Ernst-Slavit ◽  
Jofen Wu Han ◽  
Kerri J. Wenger
Keyword(s):  
Home Reading ◽  
Reading At Home ◽  
At Home

5

War and Peace ◽  
2010 ◽  
Author(s):  
Leo Tolstoy
Keyword(s):  
Home Reading ◽  
At Home

The day after he had been received into the Lodge Pierre was sitting at home reading a book and trying to fathom the significance of the Square, one side of which symbolized God, another moral things, a third physical things, and the fourth a...

The Optiscope Enlarger: A Report of Initial Field Trials

1972 ◽  
Vol 66 (9) ◽  
pp. 320-322
Author(s):  
George O. Hellinger ◽  
Arthur W. Berger
Keyword(s):  
Word Reading ◽  
Low Vision ◽  
Reading Difficulties ◽  
Field Trials ◽  
Initial Field ◽  
Low Vision Aids ◽  
Home Reading ◽  
Room Illumination ◽  
Do So ◽  
At Home

□ 1. Thirty consecutively selected low vision patients were evaluated on their performance in viewing a standard near-point chart and selected materials. This was done unaided and then with their customary low-vision aid, first hand-held and then viewed in the Optiscope Enlarger. 2. All subjects demonstrated an ability to read smaller point chart type and to do so at a greater distance with the Optiscope Enlarger. Varied responses on the selected materials might be attributable to word reading difficulties or the effect of the causative defect. 3. Some subjects did better without their low-vision aids or went to distance prescription lenses while using the Optiscope Enlarger. Use of this type of device indicates the necessity for testing for greater distance than normally associated with low-vision aids. 4. Responses of the subjects were 18 favorable, five questionable, and seven negative. It was found that room illumination had to be varied in certain cases. 5. Use of this device would permit simultaneous viewing by parent and child at home, reading at more normal distances, greater word and phrase span, and the viewing of technical diagrams. 6. The results of this evaluation indicate that the Optiscope Enlarger is of substantial value and warrants further investigation.

scholarly journals App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Frank Niklas ◽  
Efsun Annac ◽  
Astrid Wirth
Keyword(s):  
Social Inclusion ◽  
Well Being ◽  
Kindergarten Children ◽  
Societal Implications ◽  
Control Group ◽  
Full Potential ◽  
Intervention Approach ◽  
Children’S Learning ◽  
Children's Learning ◽  
At Home

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

Correlates of Use and Expected Use of Smokeless Tobacco among Kindergarten Children

1985 ◽  
Vol 56 (1) ◽  
pp. 63-66 ◽  
Author(s):  
Michael Young ◽  
Doug Williamson
Keyword(s):  
Smokeless Tobacco ◽  
Kindergarten Children ◽  
Significant Relationships ◽  
Personal Use ◽  
At Home

Kindergarten children ( n = 112) were interviewed concerning recognition, use, and expected use of smokeless tobacco. Analysis of the data indicated significant relationships between personal use of smokeless tobacco and (1) knowing someone who used smokeless tobacco, (2) sex of the student, (3) expected use, and (4) having seen the product used at home. Significant relationships also existed between expected use and knowing someone who used the product, sex of the student, and having seen the product used at home.

scholarly journals Parental Involvement and Reading-Related Activities of Struggling Readers of English as a Second Language

2021 ◽  
Vol 13 (2) ◽  
pp. 191-197
Author(s):  
Siti Soraya Lin Abdullah Kamal ◽  
Nor Hashimah Hashim
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Parental Involvement ◽  
Struggling Readers ◽  
Teaching Practices ◽  
Research Question ◽  
Home Reading ◽  
Learning At Home ◽  
Reading Activities ◽  
At Home

The focus of the study is to explore the way the parents took part in their children’s English as a second language (henceforth ESL) learning at home. This qualitative study utilised interviews to garner information from seven participating parents of struggling readers of English as a second language in a Malaysian primary classroom. This paper intends to report the findings from the research question, namely: “How do the participating parents work with their children at home?” Two major themes emerged from the data: involvement; and challenges. In this paper, the partial results of one of the main themes discovered, that is involvement will be presented. This paper highlights reading-related activities that were carried out by the parents at home with their children. It is hoped from this study that educators could exploit the home reading activities of the struggling readers to inform teaching practices to effectively support those students in the ESL classroom.

scholarly journals “Robot, tell me a tale!”

2020 ◽  
Vol 21 (2) ◽  
pp. 220-242 ◽  
Author(s):  
Daniela Conti ◽  
Carla Cirasa ◽  
Santo Di Nuovo ◽  
Alessandro Di Nuovo
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Social Behaviour ◽  
Teaching And Learning ◽  
Humanoid Robot ◽  
Emotional Content ◽  
Kindergarten Children ◽  
Knowledge Content ◽  
Positive Effect ◽  
At Home

Abstract Robots are versatile devices that are promising tools for supporting teaching and learning in the classroom or at home. In fact, robots can be engaging and motivating, especially for young children. This paper presents an experimental study with 81 kindergarten children on memorizations of two tales narrated by a humanoid robot. The variables of the study are the content of the tales (knowledge or emotional) and the different social behaviour of the narrators: static human, static robot, expressive human, and expressive robot. Results suggest a positive effect of the expressive behaviour in robot storytelling, whose effectiveness is comparable to a human with the same behaviour and better when compared with a static inexpressive human. Higher efficacy is achieved by the robot in the tale with knowledge content, while the limited capability to express emotions made the robot less effective in the tale with emotional content.

scholarly journals Parent Involvement in Children Reading Development

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Didik Suryad ◽  
Yufiarti .
Keyword(s):  
Parent Involvement ◽  
Research And Development ◽  
Reading Program ◽  
Reading Programs ◽  
Development Model ◽  
Childhood Education ◽  
Home Reading ◽  
Development Procedure ◽  
Program Research ◽  
At Home

The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development

Effects of language dominance on home reading practices of bilingual families

2020 ◽  
pp. 136700692093815
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Nicholas Salama-Siroishka ◽  
Daphnée Dubé ◽  
Melanie Brouillard ◽  
Krista Byers-Heinlein
Keyword(s):  
Language Proficiency ◽  
Reading Practices ◽  
Reading Behaviors ◽  
Dominant Language ◽  
Language Dominance ◽  
Home Reading ◽  
Language Effects ◽  
Affected Parent ◽  
Bilingual Communities ◽  
Sociolinguistic Status

Aims and objectives: Many children grow up in bilingual families; however, little is known about how these families use their two languages in their home reading practices. The goal of this study was to examine the effect of language proficiency on the shared storybook reading practices of bilingual families. Methodology: We gathered questionnaire data about home reading activities in French–English bilingual families with 5-year-old children ( n = 66) who had different proficiency levels in each language. Data and analyses: We compared home reading environment, parent reading practices, and child learning and interest in books across the families’ dominant and non-dominant languages using a series of 2-way mixed analyses of variance. Findings: Families gave more emphasis to reading practices in the family’s dominant language: they owned more books, read more often, spent more time, and started reading to the child at an earlier age in the dominant than in the non-dominant language. Dominance also affected parent reading behaviors: parents reported more often translating words and switching from their non-dominant to their dominant language. Parents reported that children enjoyed being read to and readily learned new words in both languages, but ratings were higher for the dominant language. Effects of dominance were strongest in families with less balanced language dominance. Originality: This study compares bilingual families’ home reading practices in both of their languages, providing a clearer picture of how families navigate early dual-language literacy in a bilingual community where both languages are spoken in everyday life and have similar sociolinguistic status. Significance: Results suggest that even in bilingual communities, family home reading practices may exacerbate uneven development across children’s two languages. These findings highlight the importance of identifying strategies to support enriched home reading practices in bilingual families’ non-dominant language.

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