Journal of Early Childhood Literacy最新文献_第10页

Agency in a first-grade writing workshop: A case study of two composers 一年级写作工作坊中的代理:两位作曲家的个案研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-12 DOI: 10.1177/14687984221097285

Danielle Rylak, Lindsey Moses, Carolina Torrejón Capurro, Frank Serafini

引用次数: 1

Exploring literacy engagement in a significant disability context 在重大残疾背景下探索识字参与

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-05 DOI: 10.1177/14687984221100129

Usree Bhattacharya, Wisnu A Pradana

{"title":"Exploring literacy engagement in a significant disability context","authors":"Usree Bhattacharya, Wisnu A Pradana","doi":"10.1177/14687984221100129","DOIUrl":"https://doi.org/10.1177/14687984221100129","url":null,"abstract":"This study tackles the question: how is literacy engagement enacted in the context of significant disability? We delve into the complex literacy practices of Kalika, a three-year-old child with Rett syndrome, a rare neurodevelopmental disorder, to elucidate how she engages with printed text. Rett syndrome leads to near total loss of verbal communication and limited functional hand use, making it particularly challenging to participate in traditionally recognized forms of literacy engagement. Using in-depth qualitative data from both in- and out-of-school settings, we conduct a micro-level analysis of Kalika’s behaviours during story time rituals. In order to bring analytic coherence to the data, we classified her modalities of literacy engagement under two broad categories: 1) kinesics, which included a) corporal (entailing full body positioning and motion), b) oral (involving contact with mouth or expression), c) oculesics (relating to eye gaze), and d) haptic (relating to hands) elements as well as 2) vocalics (pertaining to vocal tone and vocalisation). Our analysis elucidates the sophisticated, complex multimodal practices that Kalika enacts to engage with texts. For far too long, students with significant disabilities have been viewed from deficit perspectives, neglected within the literature as well as in the classroom, and thought to require additional instruction to learn how to engage with texts. We suggest that perhaps it is a question, instead, of educators and scholars learning to expand their own frames of reference.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41525618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Early childhood educators as language teachers: Preschool teachers’ understanding of language learning and language use 幼儿教育工作者作为语言教师：幼儿教师对语言学习和语言使用的理解

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-03 DOI: 10.1177/14687984221098353

Joanna Cichocka

引用次数: 0

How family needs informed an early literacy family reading program in multilingual and multicultural Miami-Dade County 在多语言和多元文化的迈阿密-戴德县，家庭需要如何告知早期读写能力家庭阅读计划

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-02 DOI: 10.1177/14687984221093242

Melissa Baralt, Shayl F. Griffith, K. Hanson, Nicolas André, Lisa Blair, D. Bagner

引用次数: 2

Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension 共同阅读中的认知挑战谈话:父母性别、儿童性别的影响及其与故事理解的关系

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-04-29 DOI: 10.1177/14687984221082240

R. van Steensel, Brenda Gouw, Saskia Liefers, Tessa van Aspert

{"title":"Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension","authors":"R. van Steensel, Brenda Gouw, Saskia Liefers, Tessa van Aspert","doi":"10.1177/14687984221082240","DOIUrl":"https://doi.org/10.1177/14687984221082240","url":null,"abstract":"Although research on the home literacy environment and its impact on early literacy has long focused on mothers, the past decade has seen a shift in scholarly attention to the role of fathers. Building on this shift, we examined whether the nature of parent–child interactions during shared storybook reading varies with parent gender, child gender and the interaction between the two, and we analysed whether possible differences in the nature of mother– and father–child interactions are related to story comprehension. We made video observations of mothers and fathers within 36 relatively highly educated families reading a storybook with their kindergartener (age 4 – 5) and registered the use of cognitively challenging (i.e. decontextualized) talk during these activities. After each shared reading session, we additionally administered a test assessing children’s understanding of the story being read. Two-way mixed ANOVA’s revealed no effects of parent gender or child gender on either the use of cognitively challenging talk or children’s story comprehension, nor did we find interaction effects of parent and child gender. The extent of cognitively challenging talk was significantly correlated to children’s comprehension scores for fathers, but not for mothers. This correlation seems to have masked another association, however: when correlations were computed separately for girls and boys, we found that the proportion of cognitively challenging utterances of both parents was correlated to comprehension scores for boys, but not for girls. The absence of parent gender effects provides further insights into the way mothers and fathers shape interactions during shared reading, but also stresses the need for studies with larger, more diverse samples. The observation that more frequent use of cognitively challenging talk was paralleled by better story comprehension for boys invites further research on the specific effects of shared reading for boys.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45488887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Book Review: Arts Integration in Diverse K-5 Classrooms: Cultivating Literacy Skills and Conceptual Understanding. By Liane Brouillette 书评：多元K-5课堂的艺术整合：培养读写能力和概念理解。作者：Liane Brouillette

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-04-26 DOI: 10.1177/14687984221091445

Tara Concannon-Gibney

引用次数: 0

‘That’s my dumb husband’: Wild things, battle bears and heteronormative responses in an afterschool reading club “那是我愚蠢的丈夫”:在课外读书俱乐部里，野生动物、战斗熊和异性恋的反应

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-04-17 DOI: 10.1177/14687984221079008

Rachel Skrlac Lo, Angela M. Wiseman

{"title":"‘That’s my dumb husband’: Wild things, battle bears and heteronormative responses in an afterschool reading club","authors":"Rachel Skrlac Lo, Angela M. Wiseman","doi":"10.1177/14687984221079008","DOIUrl":"https://doi.org/10.1177/14687984221079008","url":null,"abstract":"In this paper, we analyse a group of 6 and 7 year olds’ interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality, and how these discourses are enacted. Our guiding question was: How did discourses of gender/sex/uality circulate in this group of young children’s multimodal and playful responses to a literacy event? By considering the relationship between reader response, play and gender/sex/uality, we gained insight into how children’s responses to texts are connected to their own identities and lived experiences. We used critical multimodal discourse analysis to understand the children’s meaning-making processes. This revealed how the children were drawing from varying scripts to inform their play and creative processes. The children referenced gender/sex/uality to collaborate, to compete and to seek inclusion or status in the group. We discuss four children who drove this collective dialogue and who guided the group’s interactions. Another child’s responses pushed against and evolved in tandem with the emerging consensus. This study deepened and expanded our consciousness of children’s enactments of gender/sex/uality and how such enactments reinforced heteronormativity. The children’s artefacts, actions and talk are testimony of dominant discourses that guided and ultimately led them to adopt storylines that aligned with heteronormative scripts. Our analysis of how the children’s responses unfolded revealed how power asymmetries were reinforced and hegemonic ideologies persisted. Understanding the influences of social norms during interactive literacy events may help educators create opportunities for all learners to write themselves into these events and classroom interactions more broadly.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49192128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring young children’s argumentation as a heuristic intertextual practice 探索幼儿论证作为一种启发式互文实践

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-03-29 DOI: 10.1177/14687984211070731

Huili Hong, Qijie Cai, Min Wang

{"title":"Exploring young children’s argumentation as a heuristic intertextual practice","authors":"Huili Hong, Qijie Cai, Min Wang","doi":"10.1177/14687984211070731","DOIUrl":"https://doi.org/10.1177/14687984211070731","url":null,"abstract":"Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children’s argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children’s argumentation and a critical role the teacher played in eliciting and steering the children’s argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children’s intertextual argumentation as a powerful heuristic process and tool to enrich students’ learning. The paper concludes some classroom argumentation teaching practices based on the research findings.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45776680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Copresence in authoring conversations 参与编写对话

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-03-17 DOI: 10.1177/14687984211070194

Faythe P Beauchemin

引用次数: 1

The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders 电子阅读对理解能力差和理解能力好的学龄前儿童叙事理解、复述和阅读态度的影响

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-03-01 DOI: 10.1177/14687984221079010

Dilek Altun

{"title":"The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders","authors":"Dilek Altun","doi":"10.1177/14687984221079010","DOIUrl":"https://doi.org/10.1177/14687984221079010","url":null,"abstract":"Previous studies have presented discrepant findings of e-stories’ contribution to children’s narrative comprehension, which can be attributed to not only the variation of multimedia features among studies but also to learner and text features. The main goal of the present study was to expand understanding of the effect of e-stories on children’s narrative skills and reading attitudes for poor and good story comprehenders. A quasi-experimental factorial design was employed to explore the effect of book type and group level on children’s narrative skills and reading attitudes. The participating children were pre-readers. The printed version of The Red Winged Owl was read aloud to small groups of 4–5 children. Participants included 41 good and 40 poor comprehenders (age range 59–68 months) who were identified based on narrative comprehension scores. The experimental group was exposed to four e-stories on an iPad, while the control group listened to readings of the printed versions of the same storybooks. Data were collected by administering pre- and post-tests and the preschool reading attitudes scale and by asking narrative comprehension questions. Children’s retellings were audio-recorded. The findings revealed that (a) the poor and good comprehender groups had higher narrative comprehension in the short text e-story condition, (b) there was a significant interaction effect for the narrative comprehension of poor and good comprehenders in longer texts and (c) children’s post-reading attitude scores did not differ by group level.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46281480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2