Journal of Early Childhood Literacy最新文献_第9页

Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy 幼儿计划中的识字学习:实践架构作为检验教育者教学法的镜头

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-07-04 DOI: 10.1177/14687984221113170

Elizabeth Rouse, Maria Nicholas

引用次数: 2

The home literacy environment as a venue for fostering bilingualism and biliteracy: The case of an Ethio-Norwegian bilingual family in oslo, Norway 家庭扫盲环境作为培养双语能力和双语能力的场所:挪威奥斯陆一个埃塞俄比亚-挪威双语家庭的案例

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-06-21 DOI: 10.1177/14687984221109415

Kassahun Weldemariam

引用次数: 0

In their own words: Parents’ voices about a book-provision program 用他们自己的话说:父母对图书供应计划的声音

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-06-15 DOI: 10.1177/14687984221108267

Cristina Gillanders, Meytal Barak

{"title":"In their own words: Parents’ voices about a book-provision program","authors":"Cristina Gillanders, Meytal Barak","doi":"10.1177/14687984221108267","DOIUrl":"https://doi.org/10.1177/14687984221108267","url":null,"abstract":"Book distribution or book provision programs that provide free books to families with young children have become increasingly popular approaches to promote home literacy practices. This qualitative study aimed to understand parents’ perceptions of the implementation of a book provision program and its impact on their families’ literacy practices and behaviors. Forty-three parents participated in twelve focus groups in which they were asked about the perceived benefits of participating in the program. Participant parents were born in the U.S., Mexico, Central and South America, and Africa, had spent more than five years living in the U.S., and had attained different levels of education. At home, parents spoke only English, mostly Spanish, or two different languages in addition to English. Thirty-nine percent of the parents were Black (not all of whom were African American), and 53% were Latinx. Findings suggested that parents had positive views towards the program’s impact on their family’s literacy practices. Specifically, Spanish-speaking families reported appreciation for learning new ways of engaging their children in shared reading. Parents considered the opportunities offered by the program, congruent with their cultural models. They believed that participating in the program allow them to be part of a community and that shared reading was a means to strengthen their relationship with their children. Results highlight the importance of considering families’ cultural models in the design and implementation of book provision programs.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274553","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":null,"pages":null},"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

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":null,"pages":null},"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

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":null,"pages":null},"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

Finding Max’s wolves: Literacy socialization in the margins 寻找马克斯的狼群：边缘地区的识字社会化

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-05-13 DOI: 10.1177/14687984221098351

Ava Becker-Zayas

{"title":"Finding Max’s wolves: Literacy socialization in the margins","authors":"Ava Becker-Zayas","doi":"10.1177/14687984221098351","DOIUrl":"https://doi.org/10.1177/14687984221098351","url":null,"abstract":"For decades, language and literacy scholars working within a sociocultural framework have laboured to bring attention to the strengths of marginalized students in an effort to create more inclusive and equitable learning environments (e.g., Cummins, 2000 ; Dyson, 1997 ; González et al., 2005 ; Heath, 1983 ). While this work has moved the field forward in invaluable ways, it has not consistently engaged with processes of marginalization as a complex practice, which has produced gaps in our understanding of how we can best address it in research and practice to the benefit of all learners. Drawing on the notions of literacy socialization ( Sterponi, 2012 ) and syncretic literacy ( Duranti and Ochs, 1996 ; Gregory et al., 2013a ), in this paper I conduct a close examination of the in- and out-of-school literacy socialization practices of Max Calfu, a seven-year-old Chilean-Canadian boy, over the course of a year-long ethnography that I conducted with his family at their home, at his Spanish-English bilingual public school, and in transit between home and school in a large Western Canadian city. At school, Max’s Indigenous identity was regularly rendered invisible by the cultural capital his Chilean-national heritage held within the Spanish bilingual program ( Calderón and Urrieta, 2019 ). Using thematic analysis ( Saldaña, 2013 ), I demonstrate how Max incorporated the wolf figure into his literacy practices over the course of the research year, considering multiple scales of space and time, and in relation to key mediators. My analysis calls attention to the ways in which he drew on his syncretic literacy experiences to author his Indigenous identity in official and unofficial learning spaces. I conclude the paper by arguing that examining syncretism in children’s literacy practices can lay the foundation for a more ethically, emotionally, and culturally engaged language education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47853261","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":null,"pages":null},"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