scholarly journals Honing emergent literacy via food

2019 ◽  
Vol 8 (2) ◽  
pp. 343-357 ◽  
Author(s):  
Ilgım Veryeri Alaca
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Children's Books ◽  
Children’S Books ◽  
Innovative Methods ◽  
Printed Books ◽  
Emerging Literacy ◽  
Multiple Levels ◽  
Food Printing ◽  
2D And 3D

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

scholarly journals The Attribution of the Children’s Book Publishing Statistics in Ukraine in the Second Half of the 19th and Beginning of the 20th Centuries

Knygotyra ◽  
2020 ◽  
Vol 75 ◽  
pp. 199-217
Author(s):  
Oksana Petrenko
Keyword(s):  
19Th Century ◽  
Book Publishing ◽  
The State ◽  
Children's Books ◽  
Children’S Books ◽  
Summary Table ◽  
Children's Book ◽  
Printed Books ◽  
The 19Th Century ◽  
Library Collections

This article sheds light on the first research attempt to establish the biblio­graphic and statistical accounting of the books that were published in Ukraine in the 19th century. Besides, the article has analysed the begin­ning of the institutionalization of the children’s books’ publishing statis­tics in Ukraine. The author seeks to answer the question of who was at the origin of the formation of the children’s books’ publishing statistics. Library and museum funds became reliable sources of attribution of the children’s books’ publishing statistics in Ukraine. The results of received data on old-printed children’s books have been studied, systematised and compared with the data of other old-printed books that were found in other library collections. According to this, there is the conclusion about the primacy or repetition in the bibliographies of old-printed children’s books that became the basis for creating a summary table. This article of­fers insights into the chronology of publishing children’s books in Ukraine from the beginning of their publishing to the start of the state registra­tion of publications.

COLLECTING CHILDREN'S BOOKS: A REWARDING PASTIME

PEDIATRICS ◽  
1960 ◽  
Vol 26 (4) ◽  
pp. 684-688
Author(s):  
Irvin Kerlan
Keyword(s):  
Seventeenth Century ◽  
Illuminated Manuscripts ◽  
Children's Books ◽  
Children’S Books ◽  
Young Readers ◽  
Area Of Interest ◽  
Printed Books ◽  
Special Area ◽  
First Editions ◽  
Old Friends

Collecting children's books is an appealing and absorbing hobby which has personal attraction for the physician who engages in this pleasant pursuit. As in all fields of collecting, whether it be stamps, coins, old automobiles, guns or antiques of any kind, there is great delight and satis faction in developing a special area of interest. Books are of particular appeal since they afford pleasure on reading and in the case of children's books offer an additional reward through their visual and tactile attraction. As one accepts the infectious preference of selecting first editions of the books that one recalls from one's childhood, and which gave endless hours of enjoyment, one is soon energetically on his magic carpet to a land of old friends and new acquaintances. As in any field, one should be familiar with the heritage of the developments of the area to have a preferred advantage, and in some instances such background may serve as a specialized area of interest. In the case of children's books, although illuminated manuscripts and the first printed books are not usually regarded as children's fare, we do find that in the Seventeenth Century there were books published for children. Collecting the highspots of the great books for children through the centuries opens many vistas of awareness in already charted fields. To be sure, the price of one's selections may be appreciable, yet it differs no wise from the proportionate values placed on all rare and scarce materials. Although John Newbery, an apothecary in London in the 1740's, set about to make books for children and is avidly recognized as the first exclusive publisher of children's books, Thomas Boreman, also in England, made a few books for young readers in the years just before Newbery.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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