Children's Reading of Printed Text and Hypertext with Navigation Overviews: The Role of Comprehension, Sustained Attention, and Visuo-Spatial Abilities

2012 ◽  
Vol 47 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Ladislao Salmerón ◽  
Victoria García
Keyword(s):  
Sustained Attention ◽  
Spatial Abilities ◽  
Printed Text ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?

2016 ◽  
Vol 7 ◽  
Author(s):  
Giulia Giovagnoli ◽  
Stefano Vicari ◽  
Serena Tomassetti ◽  
Deny Menghini
Keyword(s):  
Age Differences ◽  
Spatial Abilities ◽  
Visual Spatial ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals From words to text: inference making mediates the role of vocabulary in children’s reading comprehension

2017 ◽  
Vol 30 (8) ◽  
pp. 1773-1788 ◽  
Author(s):  
Hanne Trebbien Daugaard ◽  
Kate Cain ◽  
Carsten Elbro
Keyword(s):  
Reading Comprehension ◽  
Inference Making ◽  
Children's Reading ◽  
Children’S Reading

The role of speech prosody and text reading prosody in children's reading comprehension

2014 ◽  
Vol 84 (4) ◽  
pp. 521-536 ◽  
Author(s):  
Nathalie J. Veenendaal ◽  
Margriet A. Groen ◽  
Ludo Verhoeven
Keyword(s):  
Reading Comprehension ◽  
Speech Prosody ◽  
Text Reading ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading Prosody

The role of inhibitory functioning in children’s reading skills

2009 ◽  
Vol 25 (4) ◽  
pp. 339-350 ◽  
Author(s):  
Josephine N. Booth ◽  
James M.E. Boyle
Keyword(s):  
Reading Skills ◽  
Inhibitory Functioning ◽  
Children's Reading ◽  
Children’S Reading

The Role of Text and Text‐Reader Interactions in Young Children’s Reading Development and Achievement

2004 ◽  
Vol 105 (2) ◽  
pp. 183-197 ◽  
Author(s):  
Annemarie Sullivan Palincsar ◽  
Nell K. Duke
Keyword(s):  
Reading Development ◽  
Children's Reading ◽  
Children’S Reading

Reading identities across language contexts: The role of language of text and talk for multilingual learners

2020 ◽  
pp. 146879842098175
Author(s):  
Christopher J Wagner
Keyword(s):  
Family Literacy ◽  
English Language ◽  
Language Use ◽  
Early Reading ◽  
Literacy Programme ◽  
Children's Reading ◽  
The Impact ◽  
Chinese And English ◽  
Children’S Reading

Reading identities are the ways that a child constructs the self as a reader across contexts and time. This study examines the impact of language contexts on the reading identities of multilingual children. Participants were ten prekindergarten children participating in a Chinese-English family literacy programme with a parent or grandparent. Participants read Chinese and English language books across English, Chinese and multilingual contexts. Children’s reading identities were examined across language contexts to explore the interplay between language contexts and reading identities. Findings describe convergences and differences in reading identities across contexts for Chinese, English and multilingual language use and Chinese and English texts, and provide insights into the ways that different language contexts for reading affect multilingual children’s early reading identities. Multilingual contexts appear to provide key spaces for the development of reading identities, and English and Chinese contexts contribute to unique aspects of children’s reading identities.

scholarly journals Leisure reading in multilingual Singapore

2020 ◽  
Vol 1 (2) ◽  
pp. 313-339
Author(s):  
Baoqi Sun ◽  
Chin Ee Loh ◽  
Xiao Lan Curdt-Christiansen
Keyword(s):  
Primary Schools ◽  
Bilingual Children ◽  
Language Curriculum ◽  
English Reading ◽  
Reading Frequency ◽  
Leisure Reading ◽  
Children's Reading ◽  
Chinese And English ◽  
Children’S Reading

What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoyment was significantly associated with reading frequency and reading duration. Crosslinguistically, children’s reading duration and frequency in their two languages were closely related, despite their different reasons for reading English and Chinese/Malay books. Even though levels of reading enjoyment in the two languages were not significantly correlated, results suggested that English reading enjoyment may facilitate Chinese/Malay reading. Results highlight the important role of language policy, the focus of language curriculum and language-specific features in shaping bi-/multilingual children’s reading habits and preferences. Implications for classroom applications and the need to promote Chinese/Malay reading are discussed.

scholarly journals Parents Role in Growing an Interest in Reading

2021 ◽  
Vol 9 (1) ◽  
pp. 30-36
Author(s):  
Siti Syifa Nuragung Prayiti ◽  
Dadang Danugiri
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Subjects ◽  
Childhood Education ◽  
Collection Data ◽  
Role Of Parents ◽  
Children's Reading ◽  
Reading Interest ◽  
Children’S Reading

This  research are aiming to describe how the role of parents in fostering children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur and children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur. This research uses a qualitative approach with a case study method. This research was conducted in Anggrek Early Childhood Education  Adiarsa Timur. The subject of the research is the source od information consisting of three parents of student, and the source of infomant consisting of one principal and one educator. Determination of research subjects using porposive sampling techniques. Research data obtained through observation, interviews, documentation studies, and triangulation. The research stages consist of orientation phase, exploration stage, and member check stage. Data analysis consists of data collection, data reduction, data display, and final conclusions. The result of research showed that parents have an important role as the first and foremost educator in fostering children’s interest in reading early on. The thing that parents can do at home is to give an example to children that reading is important, give special time to read together, and buy books that children love with reading materials that are appropriate to the age of the child. And the children’s interest in reading in Pre-school Anggrek Adiarsa Timur is very high, students in Anggrek Early Childhood Education Adiarsa Timur have a high sense of curiosity which makes them eager to learn to read. High interest needs support from several aspects such as learning resources, learning environment, dan learning facilities. Developed intererst will greatly influence behavior not only during the childhood period, but also afterwards, because it is very important for parents to foster children’s interest in reading early on.Keywords: The role of parents, Interest in reading, Early Childhood Education

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