Fostering Early Literacy Skills with Technology

2014 ◽  
pp. 219-229 ◽  
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

Fostering Early Literacy Skills With Technology

2017 ◽  
pp. 1494-1505
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

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 Speaking the Language of Nature: Reconceptualizing Early Literacy in Telling the Stories from the Garden

2011 ◽  
Vol 36 (2) ◽  
pp. 17-23
Author(s):  
Carolyn J. Bjartveit
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Learning Experiences ◽  
Holistic Approach ◽  
Natural World ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Teachers And Parents

This article describes how storytelling can develop early literacy skills and focus young children on nature. Over a nine-month period in two program years, children, parents, and educators at St. Andrews United Church Preschool in Calgary, Alberta worked collaboratively to tell and write The Stories from the Garden. These Stories from the Garden exemplify a holistic approach to literacy by connecting learning experiences focused on the natural world, the lifeworld of the classroom, interrelationships between the children, teachers and parents to the text itself.

Sharing stories: An exploration of genres in storytimes

2019 ◽  
Vol 52 (3) ◽  
pp. 905-915 ◽  
Author(s):  
Jacqueline Kociubuk ◽  
Kathleen Campana
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Literacy Development ◽  
Public Library ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Video Recordings ◽  
Early Literacy Development

Exposure to a variety of stories can support many early literacy skills for young children. Using video recordings from a previous study that examined early literacy in public library storytimes, this study investigated the use of genre and story variety in storytimes for young children (birth to 60 months). Findings showed that attendees were primarily exposed to stories from the storybook/narrative genre with limited use of both non-narrative and narrative informational genres in number of stories and time spent reading each genre. Story variety and the use of current titles can be improved to better support early literacy development in public library storytimes.

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