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

“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds “你需要学习拼写”：难民背景的三语兄弟姐妹的玩耍、教学和学习

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-08-13 DOI: 10.1177/14687984221118985

Aijuan Cun

{"title":"“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds","authors":"Aijuan Cun","doi":"10.1177/14687984221118985","DOIUrl":"https://doi.org/10.1177/14687984221118985","url":null,"abstract":"Though a limited amount of literature has examined the family literacy practices of students with refugee backgrounds in the United States, little research has focused on play and conversations of Burmese siblings with refugee backgrounds. Drawing upon theoretical perspectives from new literacy studies, Vygotsky’s sociocultural theory, and Gregory’s concept of synergy, this qualitative study explores siblings’ social literacy practices and their conversations within these literacy practices. The data analysis revealed three types of literacy practices: digital literacy practices, religious literacy practices, and home-school literacy practices. The siblings’ conversations clearly demonstrated all three practices, which highlighted the children’s multiple identities as siblings and trilingual speakers, skillful at articulating their thoughts, taking the lead, playing out roles based on their experiences, and making meaning together. Further, the conversations supported both siblings’ literacy learning. Implications include the importance of expanding the understanding of siblings’ home literacy and continuing research on children with refugee backgrounds.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43542298","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: 1

“The dinosaurs are so loud; they can’t sleep. Zzzz”: Supporting emergent bilingual children’s reading comprehension through digital literacies “恐龙太吵了，它们睡不着。Zzzz”：通过数字文字支持新兴的双语儿童的阅读理解

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-08-11 DOI: 10.1177/14687984221118982

Sally A. Brown, Ling Hao, Rong Zhang

引用次数: 2

‘School is light and we are blind’: Afghan refugee parents’/guardians’ beliefs about literacy and language(s) “学校是光，我们是瞎子”:阿富汗难民父母/监护人对读写能力和语言的看法

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-07-07 DOI: 10.1177/14687984221113172

Assadullah Sadiq

{"title":"‘School is light and we are blind’: Afghan refugee parents’/guardians’ beliefs about literacy and language(s)","authors":"Assadullah Sadiq","doi":"10.1177/14687984221113172","DOIUrl":"https://doi.org/10.1177/14687984221113172","url":null,"abstract":"This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential life skills. However, while they viewed literacy as having instrumental value, they also strongly believed it shaped and developed a person morally and supported one to think critically. In terms of language(s), all of the parents/guardians wanted their children to learn to read and write in their first language, and believed that speaking only one’s first language was not enough. They believed that the school their children attended should offer classes to teach them to read and write in their first language. In addition, they supported their children learning Urdu, the national language of their host country, Pakistan. All of the parents also mentioned the importance of having their children learn English, as they believed it is an international and useful language in the world. This study offers important findings regarding parents’/guardians’ beliefs about language and literacy from one of the largest refugee groups about which little is known.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787934","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

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

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