Early Literacy Experiences for Precocious and Emerging Readers

2021 ◽  
pp. 49-58
Author(s):  
Ann Robinson ◽  
Bruce M. Shore ◽  
Donna L. Enersen
Keyword(s):  
Early Literacy ◽  
Literacy Experiences ◽  
Emerging Readers

scholarly journals Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987838 ◽  
Author(s):  
Stephanie M. Reich ◽  
Joanna C. Yau ◽  
Ying Xu ◽  
Tallin Muskat ◽  
Jessica Uvalle ◽  
...  
Keyword(s):  
Early Literacy ◽  
Emotional Engagement ◽  
Book Reading ◽  
Story Comprehension ◽  
Older Children ◽  
Literacy Experiences ◽  
Electronic Reading ◽  
Print Books ◽  
Print Book ◽  
Print Reading

Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.

High Quality Early Literacy Programs

2001 ◽  
Vol 26 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Leonie Arthur ◽  
Laurie Makin
Keyword(s):  
Early Literacy ◽  
New South ◽  
Adult Child ◽  
Literacy Learning ◽  
Literacy Programs ◽  
High Quality ◽  
Literacy Experiences ◽  
South Wales ◽  
Children's Home ◽  
Before School

There is an increasing recognition of the importance of literacy learning in the years before school. Key principles of high quality literacy programs for young children have been developed as the result of a recent study of 79 preschool and long day care centres in New South Wales. These principles include communicating with families about literacy, building on children's home experiences, planning to support individual literacy needs, integrating literacy experiences across the curriculum, and adult—child interactions that scaffold literacy understandings.

scholarly journals Children and Technology: Ten Ways to Help Parents Navigate Technology with Children

2015 ◽  
Vol 13 (2) ◽  
pp. 36
Author(s):  
Clara Hendricks
Keyword(s):  
Early Literacy ◽  
Only Children ◽  
Reluctant Readers ◽  
Emerging Readers ◽  
Children's Librarians ◽  
Children And Technology

As children’s librarians, we spend a great deal of time working with and advising not only children but also their parents. We provide tips on early literacy, advice about emerging readers, book recommendations for reluctant readers, and more. As technology becomes more prevalent in the lives of children, we must also serve as a resource for parents in this area. Here are ten ways children’s librarians can ensure that they can adequately help parents become confident about the role that technology plays in the lives of their children.

scholarly journals Co-production of family literacy projects to enhance early literacy development

2015 ◽  
Vol 10 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Cathy Nutbrown ◽  
Julia Bishop ◽  
Helen Wheeler
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Knowledge Exchange ◽  
Parental Engagement ◽  
Early Years ◽  
Literacy Programme ◽  
Content Type ◽  
Literacy Experiences ◽  
Early Literacy Development ◽  
Children's Literacy

Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

The Learning Toolkit

2010 ◽  
pp. 168-188 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert S. Savage ◽  
Gia Deleveaux ◽  
Anne Wade ◽  
Elizabeth Meyer ◽  
...  
Keyword(s):  
Early Literacy ◽  
Teaching And Learning ◽  
Field Experiments ◽  
Modular Design ◽  
Self Regulation ◽  
Future Research ◽  
Design Development ◽  
Emerging Readers ◽  
Teachers And Students ◽  
Wide Scale

In this chapter the authors summarize the design, development, testing, and dissemination of the Learning Toolkit—currently a suite of three highly interactive, multimedia tools for learning. ABRACADABRA is early literacy software designed to encourage the development of reading and writing skills of emerging readers, especially students at-risk of school failure. The authors highlight the important modular design considerations underlying ABRACADABRA; how it scaffolds and supports both teachers and students; the evidence on which it is based; the results of field experiments done to date; and directions for future research, development, and applications. They also present ePEARL and explain how it can be used with ABRACADABRA to promote self-regulation, comprehension and writing. They briefly discuss ISIS-21 the prototype of a tool designed to enhance student inquiry skills and promote information literacy. As an evidence-based toolkit available without charge to educators, the authors believe the suite of tools comprising the Learning Toolkit breaks new ground in bringing research evidence to practice in ways that promote wide scale and sustainable changes in teaching and learning using technology.

Embedded-Explicit Emergent Literacy Intervention I

2004 ◽  
Vol 35 (3) ◽  
pp. 201-211 ◽  
Author(s):  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Background Information ◽  
General Description ◽  
Intervention Model ◽  
Literacy Experiences ◽  
Speech Language Pathologist

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

scholarly journals Teacher Use Of Interactive Read Alouds Using Nonfiction In Early Childhood Classrooms

2008 ◽  
Vol 5 (12) ◽  
Author(s):  
Gayle M. Bortnem
Keyword(s):  
Early Literacy ◽  
Reading Ability ◽  
Vocabulary Development ◽  
Strong Relationship ◽  
The United States ◽  
Early Years ◽  
Read Alouds ◽  
Literacy Experiences ◽  
Vocabulary Building ◽  
Nonfiction Text

Children enter kindergarten in the United States with large differences in their background knowledge, vocabulary, and early literacy experiences. There is a strong relationship between language development during the early years and reading ability in the primary grade and teachers must understand the importance of developing vocabulary and its relationship to literacy.  It is essential that teachers provide time and effort to quality language experiences. One researched based strategy to accomplish this is the use of interactive read-alouds. Teachers have traditionally used fictional literature in the classroom, but there is growing research that nonfiction or informational literature are also needed to provide children with quality vocabulary building experiences in the early school years. This research study examined the results of a survey that was given to childcare providers and preschool through 2nd grade teachers about the amount of time they read aloud to children and the amount of time they spend reading fiction compared to nonfiction text. Results showed that teachers in classrooms (pre- through 2nd grade) reported reading to children almost every day, though the time devoted to this activity was a small percentage of the total time spent in class. Also, nonfiction literature was a small percentage of the literature that was being read to children. The findings in this paper have implications for practice in the field. Because vocabulary development is a key ingredient in the learning-to-read process and is a predictor of success in future reading skills, teachers in the early grades should be aware of the benefits of using interactive read alouds and the genre of nonfiction literature in vocabulary development.

scholarly journals The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

2014 ◽  
Vol 16 (1) ◽  
pp. 71 ◽  
Author(s):  
Monica McGlynn-Stewart
Keyword(s):  
Beginning Teachers ◽  
Early Literacy ◽  
Professional Practice ◽  
Role Models ◽  
Research Study ◽  
Teaching Practice ◽  
Literacy Education ◽  
Literacy Teachers ◽  
Literacy Experiences ◽  
Qualitative Research Study

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.

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