scholarly journals My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

2021 ◽  
Author(s):  
Martha Christianti ◽  
Rahmatul Irfan ◽  
Nur Cholimah ◽  
Fuad Reza Pahlevi
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Android Application ◽  
Language Experience ◽  
Reading And Writing ◽  
Children And Parents ◽  
Language Experience Approach ◽  
Children's Literacy ◽  
Teacher Opinions ◽  
At Home

My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home. Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

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.

Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills

2017 ◽  
Vol 52 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Lori E. Skibbe ◽  
Dorit Aram
Keyword(s):  
Cerebral Palsy ◽  
Early Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Literacy Activities ◽  
Children's Writing ◽  
Children's Literacy ◽  
Letter Sound ◽  
Writing Activity

Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children’s writing errors, and frequently provided physical supports to children during the writing activity. Mothers’ reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children’s literacy skills. Findings suggest that mothers can bolster their children’s literacy skills through carefully orchestrated writing activities when children have CP.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

From story to book: Discourse analysis between teacher and student in the creation of a culturally relevant text

2021 ◽  
pp. 146879842110510
Author(s):  
Anna Jennerjohn
Keyword(s):  
Early Literacy ◽  
Culturally Relevant ◽  
Careful Examination ◽  
Language Experience ◽  
Emergent Bilingual ◽  
Reading Material ◽  
Time Space ◽  
The Creation ◽  
Language Experience Approach ◽  
Linguistic Backgrounds

Lack of representation of children from nondominant cultural and linguistic backgrounds continues to be problematic in children’s literature, and especially within early literacy texts for beginning readers. One remedy is for children to tell their own stories through the language experience approach, which can then be printed into culturally relevant texts and used for beginning reading material in classrooms. To truly capture a student’s story, especially if the student is an emergent bilingual, a teacher must listen very closely and take care when adjusting the child’s story. Two Bakhtinian concepts support the careful examination of a teacher’s scribing of story in this study: chronotope, used here as the time-space sphere above the text, and revoicing, or the retelling of a child’s story that is paraphrased or altered. Findings show that gesture within the chronotope of the story is an especially generative tool for student storytelling and that teachers must reflect closely on intentional or unintentional reasons for revoicing a child’s story. Language experience approach holds possibilities for the creation of children’s culturally relevant texts. As such, it is important that teachers reflect on their language experience approach techniques so that the book remains true to the child’s story.

scholarly journals Commentary: Early Literacy Development and Implications for Practice

2009 ◽  
Vol 3 (1) ◽  
pp. 41-46
Author(s):  
Anne Haas Dyson
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Literacy Skills ◽  
Peer Collaboration ◽  
Early Literacy Development ◽  
The Everyday ◽  
Children's Literacy ◽  
The Right

In this interview with Anne Haas Dyson she discusses literacy, examining the connection between language, culture, and the positive impact of play. Anne speaks about the importance of incorporating literacy into the everyday life of children, and encouraging creativity and peer collaboration in the home as well as in classrooms. She stresses that children’s literacy skills must be assessed within context, taking into consideration the child’s perspective and the resources available. She emphasizes the individuality of every child’s learning experience and the right for children to progress at their own speed.

scholarly journals Peran Orang Tua Dalam Perkembangan Ketrampilan Awal Literasi Anak

2020 ◽  
Vol 9 (2) ◽  
pp. 192-200
Author(s):  
Hafidz Triantoro Aji Pratomo ◽  
Muryanti Muryanti
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Correlation Study ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Cross Sectional ◽  
Parental History ◽  
Role Of Parents ◽  
Children's Literacy

Background: Literacy is a supporting component of children's academic success. Literacy ability is influenced by interdependent language skills. Limitations on early literacy skills increase the chance of academic process obstacles at school age. The role of parents is crucial in the child's development process especially in literacy. Aim this study is to describe correlation between parental variabels and early literacy skills.  Methods: This cross sectional research was conducted with a survey approach. The instrument was developed to explore demographic information, socioeconomic status, and the role of parents in developing early literacy skills. Statistic descriptive and correlation study was conducted to analyse 180 respondent data. Results: The role of parents has contributed to the development of early literacy skills. Parental history, mother's education, and language activities have a positive relationship with the development of early literacy skills. Conclusions: The role of parents is one of the multivariate variables that play a role in the development of early literacy skills. Further search is needed to see the extent of the role of parents in carrying out specific activities that are relevant to children's literacy abilities.

scholarly journals Intergenerational Tutoring: Older Adults Supporting Children’s Academic Needs via Video Conferencing

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 950-951
Author(s):  
Jessica Hoffman ◽  
Edward Miller ◽  
Jeffrey Burr ◽  
Jan Mutchler ◽  
James Hermelbracht ◽  
...  
Keyword(s):  
Older Adults ◽  
Early Literacy ◽  
Implementation Fidelity ◽  
Well Being ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Kindergarten Children ◽  
Tutoring Program ◽  
K 12 ◽  
At Home

Abstract COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among the most challenging impacts of the virus, leaving many parents with the burden of schooling their children at home. Another major impact of the virus was the social isolation and loneliness felt by many retired, older adults, who were sheltering at home. The disruptions of COVID-19 led our inter-professional team to develop the Intergenerational Tutoring program. Intergenerational Tutoring addresses a service delivery gap in schools because tutors expand schools' capacity to implement evidence-based instruction with students in need of individual support. At the same time, research shows that meaningful volunteering supports the well-being of older adults across physical, psychosocial and cognitive dimensions of health. The aim of the Intergenerational Tutoring program is to pair older adults with kindergarten children in high needs schools to implement early literacy interventions remotely via Zoom. Our poster will describe the Intergenerational Tutoring program including tutor training and tutoring implementation. We will summarize the initial findings from our pilot study conducted in spring and summer 2021 with tutors and children. Data will include (1) themes from tutor interviews regarding the personal meaningfulness of the program and the program’s associated benefits and challenges; (2) implementation fidelity data; (3) impact of tutoring on children’s early literacy skills; and (4) parent feedback. We will summarize lessons learned and next steps for the program.

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