Creating opportunities to read and build fluency at home

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2022-02-09 DOI:10.1177/14687984211051083

A. Hindin, Lilly M. Steiner

引用次数: 0

Abstract

The purpose of this study was to examine the outcomes of a home-based, repeated reading intervention in which texts are matched to children’s school-based instructional reading level. Results indicated that across the five cases, improvements were evident in reading accuracy, rate, and fluency for the take-home texts and all participants’ instructional reading levels increased during the intervention. Parents’ support for children’s reading differed across cases. The five participating children read more than 18,000 words during the course of the intervention.

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创造机会在家阅读和培养流畅性

本研究的目的是检验以家庭为基础的重复阅读干预的结果，其中文本与儿童的学校教学阅读水平相匹配。结果表明，在五个案例中，阅读的准确性、速度和流畅性都有明显的提高，所有参与者的教学阅读水平在干预期间都有所提高。父母对孩子阅读的支持在不同的案例中有所不同。这五个孩子在干预过程中阅读了超过18000个单词。

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.