scholarly journals Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy

2019 ◽  
Vol 20 (1) ◽  
pp. 111-133 ◽  
Author(s):  
Cathy Burnett ◽  
Guy Merchant ◽  
Michelle M Neumann
Keyword(s):  
Early Literacy ◽  
Social Inequality ◽  
Early Years ◽  
Language And Literacy ◽  
Initial Analysis ◽  
Closing The Gap ◽  
Children's Literacy ◽  
Deficit Discourses ◽  
Alternate Possibilities

This article uses a sociomaterial perspective to explore how deficit views of young children’s language and literacy are sustained and can be challenged. Foregrounding the notion of multiplicity, it considers how diverse sociomaterial relations work to uphold particular kinds of practice and particular arrangements of bodies and things over others. These relations may interfere with and interface with each other in different ways, sometimes sustaining but also potentially disrupting deficit discourses and practices. Our sociomaterial perspective is illustrated with a short vignette from a study of children and touchscreen tablets in an early years setting. An initial analysis is followed by a series of alternate and tentative tracings of other kinds of relations that play through those moments. The article contributes to debates about social inequality by troubling the certainties generated though deficit models of children’s literacy, whilst working proactively to envision and produce alternate possibilities that foreground the potentialities generated as people and other materials assemble together.

scholarly journals Co-production of family literacy projects to enhance early literacy development

2015 ◽  
Vol 10 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Cathy Nutbrown ◽  
Julia Bishop ◽  
Helen Wheeler
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Knowledge Exchange ◽  
Parental Engagement ◽  
Early Years ◽  
Literacy Programme ◽  
Content Type ◽  
Literacy Experiences ◽  
Early Literacy Development ◽  
Children's Literacy

Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

Literacy Socialization in the Homes of Preschool Children

1997 ◽  
Vol 28 (2) ◽  
pp. 154-163 ◽  
Author(s):  
Chris A. Marvin ◽  
Dawn Wright
Keyword(s):  
Preschool Children ◽  
Early Literacy ◽  
Language Impairment ◽  
Language Impairments ◽  
Language Intervention ◽  
Intervention Programs ◽  
Language And Literacy ◽  
Literacy Experiences ◽  
Children's Literacy ◽  
At Home

For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children’s and adult’s reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children’s literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child’s literacy experiences at home in the assessment of the child’s language and literacy needs is also highlighted.

scholarly journals Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children

2020 ◽  
Vol 91 (6) ◽  
pp. 2042-2062
Author(s):  
Susana Mendive ◽  
Mayra Mascareño Lara ◽  
Daniela Aldoney ◽  
J. Carola Pérez ◽  
José P. Pezoa
Keyword(s):  
Socioeconomic Status ◽  
Early Literacy ◽  
Low Socioeconomic Status ◽  
Home Language ◽  
Language And Literacy ◽  
Low Socioeconomic ◽  
Literacy Environments

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname

2021 ◽  
pp. 009579842110076
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Early Literacy ◽  
Ethnic Groups ◽  
Cognitive Engagement ◽  
Sociodemographic Factors ◽  
Literacy Skills ◽  
Sociodemographic Predictors ◽  
Multiple Indicator ◽  
Children's Literacy ◽  
Cultural Ecological ◽  
Paternal Engagement

Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname ( N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

scholarly journals Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Helena Oosthuizen ◽  
Daleen Klop ◽  
Monique Visser
Keyword(s):  
Early Literacy ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Early Literacy Intervention ◽  
Role Players ◽  
Student Training ◽  
Transdisciplinary Collaboration ◽  
Models Of Service Delivery ◽  
Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

scholarly journals Does Classroom Separation Affect Twins' Reading Ability in the Early Years of School?

2009 ◽  
Vol 12 (5) ◽  
pp. 455-461 ◽  
Author(s):  
William L. Coventry ◽  
Brian Byrne ◽  
Marreta Coleman ◽  
Richard K. Olson ◽  
Robin Corley ◽  
...  
Keyword(s):  
Early Literacy ◽  
Disruptive Behavior ◽  
Reading Ability ◽  
Mixed Model ◽  
The United States ◽  
Early Years ◽  
Behavioral Measures ◽  
School Based ◽  
Significant Difference ◽  
Twin Children

AbstractIn this article we report on reading ability of twin children in kindergarten to Grade 2 as a function of whether members of the pairs are assigned to the same or different classrooms. All analyses were run using mixed model regressions to account for the interdependence between twin pairs. The samples, total N = 1505, are from Australia and the United States. We found a close-to-significant difference in favor of same-class children in kindergarten and Grade 1. However, when results were adjusted to take account of pre-existing differences in disruptive behavior and in preliteracy ability, the class assignment effects disappeared. We suggest that these pre-existing differences, particularly disruptive behavior, are influencing decisions about whether to separate twins or not and also affecting early reading performance, a conclusion supported by significant correlations between the behavioral measures, preliteracy, and school-based reading. We conclude that, on average, early literacy in twins is not directly affected by their assignment to the same or different classrooms.

scholarly journals Biomedical Approaches to Literacy: Two Curriculum Teachers Challenge the Treatment of Dis/Ability in Contemporary Early Literacy Education

1944 ◽  
Vol 7 (2) ◽  
Author(s):  
Rachel Heydon ◽  
Luigi Iannacci
Keyword(s):  
Public School ◽  
Young Children ◽  
Early Literacy ◽  
Literacy Education ◽  
The State ◽  
Early Years ◽  
Curriculum Studies ◽  
Critical Examination ◽  
Early School ◽  
School Curricula

This paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

Sign in / Sign up

Export Citation Format

Share Document