Activating literacy skills with STEM video read-alouds: A pathway to meaning making

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2026-08-11 DOI:10.1177/14687984261473751

Lauren M. Shea, Anna Jennerjohn, Alison Allen, Katie Hessen

引用次数: 0

Abstract

Educators use a multitude of video STEM read-alouds across educational settings; however, much remains unknown about how children learn from them. This study examines how children learn from diverse STEM professionals reading aloud STEM-based storybooks asynchronously. Through a mixed-methods study, we shed light on the benefits, limitations, and possibilities of video STEM read-alouds to engage young children and activate their meaning-making skills of retelling, summarizing, and connecting to prior knowledge. Finally, we discuss the implications for using video read-alouds for literacy development within STEM teaching and learning and suggest recommendations for educators and future studies.

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用STEM视频大声朗读激活识字技能：一条通往意义建构的途径

教育工作者在教育环境中使用大量视频STEM朗读；然而，关于孩子们是如何向他们学习的，还有很多未知之处。这项研究考察了儿童如何从不同的STEM专业人员异步朗读STEM故事书中学习。通过一项混合方法的研究，我们揭示了视频STEM大声朗读的好处、局限性和可能性，以吸引幼儿并激活他们复述、总结和连接先前知识的意义创造技能。最后，我们讨论了在STEM教学和学习中使用视频朗读对读写能力发展的影响，并为教育工作者和未来的研究提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.