Reading Aloud to Young Children as a Classroom Instructional Activity: Insights From Research and Practice

2003 ◽  
pp. 123-147
Keyword(s):  
Young Children ◽  
Reading Aloud ◽  
Research And Practice ◽  
Instructional Activity

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

Associations between Public Library Use and Reading Aloud among Families with Young Children

2016 ◽  
Vol 173 ◽  
pp. 221-227.e1 ◽  
Author(s):  
Pamela Chen ◽  
Corinna Rea ◽  
Rebecca Shaw ◽  
Clement J. Bottino
Keyword(s):  
Young Children ◽  
Reading Aloud ◽  
Public Library ◽  
Library Use

Pitch alterations in British motherese: some preliminary acoustic data

1989 ◽  
Vol 16 (3) ◽  
pp. 503-512 ◽  
Author(s):  
Brenda Shute ◽  
Kevin Wheldall
Keyword(s):  
Young Children ◽  
Free Speech ◽  
North American ◽  
Reading Aloud ◽  
Acoustic Data ◽  
Vocal Pitch

ABSTRACTSpeech samples from eight British female adults addressing young children and another adult were analysed in terms of vocal pitch. Increases in vocal pitch when addressing young children were observed but were smaller than the increases noted by North American researchers, and variability across speakers was marked. Some adults only slightly raised their vocal pitch to young children. Pitch increases were generally more marked for mean as against modal pitch measures, and for free speech as against reading aloud conditions.

Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Steven Wong ◽  
Natsuko Shintani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Practice ◽  
Reading Aloud ◽  
Video Recording ◽  
Corrective Feedback ◽  
School Students ◽  
Instructional Activity ◽  
Computer Mediated ◽  
Teacher Researcher

Abstract This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b) video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the feedback and recording and hen submitting a second performance. All the steps were carried out in sequence using individual iPads. The teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62 times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the teacher proposed some changes to the activity.

Reading aloud to young children: Perspectives of parents

1988 ◽  
Vol 27 (2) ◽  
pp. 56-61 ◽  
Author(s):  
Maryann Manning ◽  
Gary Manning ◽  
Caroline B. Cody
Keyword(s):  
Young Children ◽  
Reading Aloud

On the Meanings of Functional Play: A Review and Clarification of Definitions

2020 ◽  
pp. 027112142095185
Author(s):  
Jeevita Sidhu ◽  
Natasha Barlas ◽  
Karin Lifter
Keyword(s):  
Young Children ◽  
The Other ◽  
Appropriate Use ◽  
Research And Practice ◽  
Functional Play ◽  
Developmental Progress ◽  
Motor Activities

The term functional play is used widely and variably in serving young children developing with delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children’s developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children’s progress in play, which is play that is child-focused.

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