scholarly journals Small group read aloud with nonfiction and fiction literature in preschool

2018 ◽  
Author(s):  
◽  
Ariel Robinson
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Emergent Literacy ◽  
Meaning Making ◽  
Preschool Teachers ◽  
Early Childhood Teacher ◽  
Read Aloud ◽  
Future Research ◽  
Older Children ◽  
Video And Audio

"The purpose of this study was to investigate teacher�s roles and children�s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws from three theoretical orientations: sociocultural theory, reader response theory, and the emergent literacy perspective. Two preschool teachers and 19 children were video and audio recorded as they participated in small group read aloud events that occurred during choice time in their classroom twice per day. Transcripts of interviews and small group read aloud sessions were analyzed. Analysis included open coding, axial coding, and constant comparative techniques to reach data saturation. Research findings suggest that teachers employed similar and different scaffolding and modeling strategies when reading fictional and nonfiction literature, differentiated instruction for younger and older children, as well as responded aesthetically to fictional stories and efferently to nonfiction texts. Children utilized a range of meaning making strategies and responded both aesthetically and efferently to both types of text. Older children served as peer models for their younger classmates. This study has several implications. Future research should investigate read aloud with fiction and nonfiction literature with different populations of teachers and children, repeated readings of nonfiction literature, and large versus small group read aloud in preschool. Implications for preschool teachers include careful selection of fiction and nonfiction literature, employing additional reading strategies for nonfiction, differentiating instruction for younger and older preschoolers, and reading across the efferent-aesthetic continuum with both types of text. Preschool administrators should make reading instruction with fiction and nonfiction texts a priority. Early childhood teacher education faculty can support preservice teachers� capacities to read fiction and nonfiction literature with children.

Implementation of a small-group emergent literacy intervention by preschool teachers and community aides

2021 ◽  
Vol 54 ◽  
pp. 31-43
Author(s):  
Shayne B. Piasta ◽  
Jessica A.R. Logan ◽  
Leiah J.G. Thomas ◽  
Cynthia M. Zettler-Greeley ◽  
Laura L. Bailet ◽  
...  
Keyword(s):  
Small Group ◽  
Emergent Literacy ◽  
Preschool Teachers ◽  
Literacy Intervention

scholarly journals Translingual Practice, Strategic Participation, and Meaning-Making

2019 ◽  
Vol 51 (1) ◽  
pp. 75-99 ◽  
Author(s):  
Mark B. Pacheco ◽  
Shannon M. Daniel ◽  
Lisa C. Pray ◽  
Robert T. Jiménez
Keyword(s):  
Small Group ◽  
Meaning Making ◽  
Guided Reading ◽  
Read Aloud ◽  
Bilingual Students ◽  
Buddy Reading ◽  
Support Students ◽  
Meaning Analysis ◽  
Construct Meaning

This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish

2019 ◽  
Vol 62 (12) ◽  
pp. 4450-4463
Author(s):  
Rikke Vang Christensen
Keyword(s):  
Language Disorder ◽  
Future Research ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Older Children ◽  
Likelihood Ratios ◽  
Clinical Marker ◽  
Sentence Repetition ◽  
Good Identification ◽  
Syntactic Properties

Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less likely to repeat the sentences accurately but more likely to make ungrammatical errors with respect to verb inflection and use of determiners and personal pronouns. Younger children with DLD also produced more word order errors that their TD peers. Furthermore, older children with DLD performed less accurately than younger TD peers, indicating that the SR task taps into morphosyntactic areas of particular difficulty for Danish children with DLD. The classification accuracy associated with SR performance showed high levels of sensitivity and specificity (> 90%) and likelihood ratios indicating good identification potential for clinical and future research purposes. Conclusion SR performance has a strong potential for identifying children with DLD, also in Danish, and with a carefully designed SR task, performance has potential for revealing morphosyntactic difficulties. Supplemental Material https://doi.org/10.23641/asha.10314437

scholarly journals Exploring the Social Networks’ Use in the Health-Care Industry: A Multi-Level Analysis

2021 ◽  
Vol 18 (14) ◽  
pp. 7295
Author(s):  
Tommasina Pianese ◽  
Patrizia Belfiore
Keyword(s):  
Health Care ◽  
Social Networks ◽  
Health Care Providers ◽  
Health Care Industry ◽  
Future Research ◽  
Great Level ◽  
Care Providers ◽  
Care Industry ◽  
Multi Level ◽  
Video And Audio

The application of social networks in the health domain has become increasingly prevalent. They are web-based technologies which bring together a group of people and health-care providers having in common health-related interests, who share text, image, video and audio contents and interact with each other. This explains the increasing amount of attention paid to this topic by researchers who have investigated a variety of issues dealing with the specific applications in the health-care industry. The aim of this study is to systematize this fragmented body of literature, and provide a comprehensive and multi-level overview of the studies that has been carried out to date on social network uses in healthcare, taking into account the great level of diversity that characterizes this industry. To this end, we conduct a scoping review enabling to identify the major research streams, whose aggregate knowledge are discussed according to three levels of analysis that reflect the viewpoints of the major actors using social networks for health-care purposes, i.e., governments, health-care providers (including health-care organizations and professionals) and social networks’ users (including ill patients and general public). We conclude by proposing directions for future research.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

A sociosemiotic interpretation of cultural heritage in UNESCO legal instruments: a corpus-based study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gwen Bouvier ◽  
Zhonghua Wu
Keyword(s):  
Cultural Heritage ◽  
Chinese Culture ◽  
Meaning Making ◽  
Cultural Beliefs ◽  
Future Research ◽  
Social Negotiation ◽  
Heritage Studies ◽  
Securitization Theory ◽  
Research Findings ◽  
International Instruments

Abstract The past few decades have seen a plethora of interest in heritage studies in international law, as the legitimization of cultural heritage is a significant aspect of protecting the legacy of humanity’s collective memory, which is fully reflected in a series of international instruments on culture. This paper examines the meaning-making process of UNESCO legal documents on cultural heritage from a sociosemiotic perspective. The data for the corpus-based study were analyzed quantitatively and qualitatively by applying the securitization theory to heritage studies. Research findings reveal three significant shifts in cultural heritage, i.e., from property to heritage, from tangible to intangible, and from material-centered to human-centered, which embodies the harmonious coexistence of humanity and nature, a philosophical idea embedded in traditional Chinese culture. As noted, terms targeting cultural heritage in UNESCO international instruments are the sign vehicle, generally mediated and shaped by social values, cultural beliefs, and conventional wisdom, etc. as a part of the interpretant, making different categories of heritage meaningful and interpretable. Characterized by temporality and spatiality, cultural heritage is subject to multiple interpretations. The meaning-making of international instruments for consideration is a sociosemiotic operation that can be construed through contextual factors and a process of social negotiation. This paper argues that a sociosemiotic approach to heritage studies is conducive to explicating the construction and deconstruction of heritage as discursive practices while offering some implications for future research.

Individual Approaches to Prevention and Early Intervention

2012 ◽  
pp. 362-380
Author(s):  
Teresa M. Au ◽  
Caroline Silva ◽  
Eileen M. Delaney ◽  
Brett T. Litz
Keyword(s):  
Early Intervention ◽  
Small Group ◽  
Stress Disorder ◽  
Preventive Intervention ◽  
Behavioral Therapy ◽  
Empirical Support ◽  
Future Research ◽  
Preventive Interventions ◽  
Psychological Debriefing ◽  
Traumatic Exposure

This chapter provides an overview of individual and small group-based approaches for prevention and early intervention of posttraumatic stress disorder (PTSD). Using the Institute of Medicine's (IOM) classification system for preventive interventions of mental disorders (universal, selective, and indicated), we describe individual and small group early interventions and review the effectiveness of these strategies. Specifically, psychological debriefing, psychological first aid, and psychoeducation have been used as selective interventions targeting individuals exposed to trauma with varying degrees of success. However, there is strong empirical support for using cognitive behavioral therapy as an indicated preventive intervention to help symptomatic individuals in the weeks or months following traumatic exposure. A review of the literature also suggests that future research should explore different modes of delivery and devote more attention to determining the best time to intervene after traumatic exposure.

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

Affect regulation in depressed and nondepressed children and young adolescents

1995 ◽  
Vol 7 (1) ◽  
pp. 93-115 ◽  
Author(s):  
Judy Garber ◽  
Nancy Braafladt ◽  
Bahr Weiss
Keyword(s):  
Depressive Symptoms ◽  
Negative Affect ◽  
Affect Regulation ◽  
Negative Mood ◽  
Future Research ◽  
Young Adolescents ◽  
Older Children ◽  
Game Situation ◽  
Regulation Strategies ◽  
Children And Young Adolescents

AbstractThe present study examined children's reported frequency and efficacy of strategies for regulating their negative affect in response to a description of a particular affiliative (fight with a friend) or achievement (loss at a game) situation. The 275 children were in kindergarten through eighth grade; they completed the Children's Depression Inventory and either the “Fight” or “Game” version of the Child Affect Questionnaire (CAQ-F or CAQ-G). Children who endorsed higher levels of depressive symptoms generally reported using affect regulation strategies significantly less often than did nondepressed children, and they rated these responses as significantly less effective in altering their negative mood. Depressed girls rated mother-initiated affect regulation strategies as less effective than did nondepressed girls. Younger children rated both self- and mother-initiated strategies as more effective than did older children. Several directions for future research are suggested.

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