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

Book Review: Linguistic Justice: Black language, literacy, identity, and pedagogy. By April Baker Bell 书评:《语言正义:黑人语言、读写能力、身份和教育学》。艾普莉·贝克·贝尔

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-06-01 DOI: 10.1177/14687984221091446

Zinnia Mevawalla

{"title":"Book Review: Linguistic Justice: Black language, literacy, identity, and pedagogy. By April Baker Bell","authors":"Zinnia Mevawalla","doi":"10.1177/14687984221091446","DOIUrl":"https://doi.org/10.1177/14687984221091446","url":null,"abstract":"based learning as a recommended approach for English Language Learners. This book is important as it delineates the need to acknowledge the limited nature of focusing on a skills-based approach to literacy development. Literacy learning needs to be joyful, meaning-centred, active and responsive to the needs of all learners. Arts integration in literacy lessons offers children opportunities to express themselves and respond to text in new and exciting ways – as can be seen from the numerous vignettes contained in this book. Children should experience a broad and balanced curriculum, rather than one narrowly focused on literacy and numeracy achievement. While I teach in a different country than Brouillette, the pressures on teachers to focus on skills to the detriment of enjoyable learning experiences is omnipresent. This book will be of interest to those who wish to foster a more holistic approach to literacy teaching that includes cross-curricular learning. I feel that many teachers might read this book and feel validated for their efforts to use meaningful integration to enhance literacy achievement. It might also bolster the confidence of novice teachers to begin to experiment with arts integration. It is refreshing to review such a jubilant text that might energise and inspire its readers!","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"311 - 315"},"PeriodicalIF":1.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66048190","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

Parent book choices: How do parents select books to share with infants and toddlers with language impairment? 父母的书籍选择:父母如何选择书籍与有语言障碍的婴幼儿分享?

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-06-01 DOI: 10.1177/1468798420985668

Debora Daniels, Brenda Salley, Corinne Walker, Mindy Bridges

{"title":"Parent book choices: How do parents select books to share with infants and toddlers with language impairment?","authors":"Debora Daniels, Brenda Salley, Corinne Walker, Mindy Bridges","doi":"10.1177/1468798420985668","DOIUrl":"https://doi.org/10.1177/1468798420985668","url":null,"abstract":"<p><p>Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into consideration when choosing books to share with their young child. While understanding that parent book-choice is important for all children, it may be particularly important for those with language-impairment (LI), since book-sharing is an evidence-based intervention approach and widely recommended to promote language for LI populations. This qualitative study examines parents' book selection choices, and the elements they consider, when choosing books to share with their infants and toddlers with LI. Participants included 13 parents of young children aged 19-29 months (9 males, 4 females; mean age 25 months) receiving Part C services. Parent responses indicated that the most common themes considered included physical aesthetics, text difficulty, physical properties, educational considerations and content; the relative importance of these themes varied depending on context. Results are framed in the context of research on parent-child book-sharing interactions. Recommendations for practitioners working with parents and young children with LI during book-sharing are also highlighted.</p>","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 2","pages":"279-307"},"PeriodicalIF":1.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1468798420985668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9557098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The elevation of Black Girls’ hair: An analysis of visual representations in Children’s picturebooks 黑人女孩头发的高度:儿童绘本的视觉表现分析

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-22 DOI: 10.1177/14687984221093243

Reka C Barton, Darielle Blevins, Marva Cappello

引用次数: 3

School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls 学校质量至关重要:学校对黑人女孩早期阅读成绩影响的多层次分析

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-15 DOI: 10.1177/14687984221096952

Jemimah L. Young, Inna N Dolzhenko

{"title":"School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls","authors":"Jemimah L. Young, Inna N Dolzhenko","doi":"10.1177/14687984221096952","DOIUrl":"https://doi.org/10.1177/14687984221096952","url":null,"abstract":"Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.’ Therefore, this article’s purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls’ early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls ( N = 886) and their corresponding schools was used to assess school effects. The schools’ socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls’ early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls’ early reading achievement, but this effect was mediated by school location. In conclusion, schools’ observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41799161","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

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