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1.
ABSTRACT

Elementary school teachers are expected to teach reading ‘inclusively’ to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher’s talk in one ‘inclusive’ fourth grade classroom’. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher’s talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual’s independent development of ‘strength’ as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students’ participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment.  相似文献   

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3.
This article, drawing on research which aimed to explore how young children read English in Singapore, demonstrates how nine-year-old Singaporean children’s voluntary reading of series books served the dual purposes of enabling their membership of the peer group through culturated reading and the independent development of their reading skills and motivation for reading. Using interviews to encourage conversation and reflection, the research examined children’s book choices and their reasons for reading. This formed part of a topic-focussed ethnographic study in three primary schools. In addition, the article seeks to prove that Singaporean children’s choice of series books makes them readers with potential for global, intra-generational, cultural connections rather than familial, inter-generational ones, and it is especially significant educationally for less well-off families where English is not the dominant home language.  相似文献   

4.
Abstract

This article explains how ‘electronic talking books’ might be used to help children who have mild reading difficulties improve their oral reading fluency. Observations made during a study of three middle primary students with mild reading difficulties are analysed in order to address some associated practical issues.

It has been suggested that CD‐ROM ‘electronic talking books’ may be used to help children improve their oral reading fluency (Ford, Poe & Cox, 1995; Glasgow, 1996–7; Lewis, 2000). However, there has been little discussion about the issues teachers may need to consider in planning, implementing and evaluating interventions using them. The purpose of this article is to describe some facilitating factors and problems that emerged during a study into the use of electronic talking books to improve reading fluency, and to present some possible solutions to the problems. Although the participants of this study were nine‐year‐old boys who experienced mild reading difficulties, many of the issues that arose should be applicable to teaching students with a wider range of reading ability/disability.  相似文献   

5.
ABSTRACT

This article covers the contribution reading and stories (children’s literature) have made to reading, its study, its material world, and the implications for teaching and learning to read -particularly with picturebooks – at the heart of that practice. It first explores the category of children’s literature as a possible ‘lie’, but also its special contributions: animal story or fable as a ‘creativity and criticality genre’ par excellence, attracting artists and writers of extraordinary talent, frequently breaking boundaries, and unashamedly taking partisan positions on matters of identity formation and socio-political justice. Distinctive experiments in crosswriting and originality are cited, and the material poetics, or ‘thingness’ of books, from the constructivist tradition onwards, as one of children’s literature’s leading innovations. The article then engages with the role children’s literature has played in the ‘reading wars’, including teaching strategies and governmental policies for learning to read; the controversies and competitive tensions inherent in the metrics and mechanisms of reading ‘for the test’ or for pleasure. After decades of reader-response theory emphasising the active roles of the reader and the text, the piece concludes with a plea to re-describe reading for new, screen-based, visual literacies offering linear, radial, spatial forms of reading, or reader-as-player.  相似文献   

6.
ABSTRACT

In Fun Home, Alison Bechdel recounts a version of her family’s history through moments of meaningful textual exchange. This paper takes up one such moment, when Alison’s father Bruce offers his daughter a queer text, which she uses both to understand her own sexuality and to broach the the queer connection she has just learned they have. I read this exchange as a case study for considering what happens when we share our meaningful books with others. Here I map the way literary works function in this text both developmentally, following Grumet’s reading of Winnicott, and erotically, following Bechdel’s own narration. I read the act of sharing books as an act of love that helps build the world worth noticing, core relationships, and individual identities, reading too how literature functions as ‘currency’ in the difficult father-daughter relationship at hand in this graphic memoir.  相似文献   

7.
ABSTRACT

In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of working-class background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of working-class masculinity and working-class men’s relationship to reading and texts.  相似文献   

8.
ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.  相似文献   

9.
This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes.  相似文献   

10.
In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.  相似文献   

11.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

12.
Data from the Early Childhood Longitudinal Survey–Birth Cohort are used to analyze the factors that lead to the reading readiness of children who participate in nonparental care the year prior to kindergarten (N = 4,550), with a specific focus on Latino children (N = 800). Stepwise multiple linear regression analysis demonstrates that reading scores are significantly influenced by the type of care provided the year prior to kindergarten, the caregiver’s education and beliefs about kindergarten readiness, as well as access to books and a computer in the home. Furthermore, mother’s level of education and marital status are important predictors of reading aptitude.  相似文献   

13.
ABSTRACT

This paper explores the historic ideas and practice of outdoor education, as developed in Jean Jacques Rousseau’s Émile, and realized by Adolf Reichwein's rural teaching practice. We aimed at developing a comprehensive research design, triangulating different qualitative data (text and photos). In the paper, we explore how the idea of place-based outdoor education unfolded in Rousseaús Émile, and how Adolf Reichwein, in rural Tiefensee, enacted the practice of place-based outdoor education. We also investigate how to correlate different types of qualitative data (conceptual text and documentary photos). We show that it is possible to develop a research language, revealing how a philosophy of education can be enacted as educational practice, and our analysis demonstrates that Rousseaús and Reichwein’s works functioned as precursors for outdoor education and educational concepts, that activate the cognitive, affective, and motoric domains.  相似文献   

14.
Research Findings: Prior research indicates that shared book reading is an effective method for teaching biological concepts to young children. Adult questioning during reading enhances children’s comprehension. We investigated whether adult prompting during the reading of an electronic book enhanced children’s understanding of a biological concept. Ninety-one 4-year-olds read about camouflage in 3 conditions. We varied how prompts were provided: (a) read by the book, (b) read by a researcher, or (c) given face to face by the researcher. There was an interaction between children’s initial vocabulary level and condition. Children with low vocabulary scores gave fewer camouflage responses than their high-vocabulary peers, and this effect was particularly pronounced in the book-read condition. Children’s executive function was also measured and discussed. Practice or Policy: Our findings indicate that under some circumstances electronic prompts built into touchscreen books can be as effective at supporting conceptual development as the same prompts provided by a coreading adult. However, children with low vocabulary skills may be particularly supported by adult-led prompting. We suggest that adult prompting be used to motivate children to test and revise their own biological theories. Once children have learned strategies for updating their concepts, electronic prompting may be useful for scaffolding children’s transition to using the strategies when reading alone.  相似文献   

15.
While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks offer unique and exciting opportunities to understand how children make meaning of picture books (Sipe in Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008). This study explores how explicitly inviting young children to discuss page breaks offers insights into how these spaces function within the children’s readings. Drawing on transcribed audio-recordings of a series of read-aloud sessions held with a group of children ages five to eight, the analysis focused on coding themes within the children’s talk around page breaks in picture books. Specifically, the children referenced the role of page breaks as aesthetic choices; the utilization of page breaks to comprehend word/picture relationships; and the negotiation of these gaps in the story as they worked construct a cohesive understanding of the narrative. Overall, the data represents the rich possibilities for educators to include explicit talk around page breaks during picture book read-alouds as a pathway toward better understanding children’s sense-making of these texts.  相似文献   

16.
Abstract

This paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape.  相似文献   

17.
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.  相似文献   

18.
A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children’s reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive.  相似文献   

19.
ABSTRACT

The book-gifting programme, the Letterbox Club, was developed as a response to the increased interest in ways of improving the educational outcomes of children in out-of-home care. By reporting quantitative and qualitative findings from a Swedish trial, and compiling findings from previous British evaluations, the purpose of this paper is to further our understanding of the programme’s potential impact. Pre/post measurements of the reading age of 72 foster children showed an average improvement of 2.5 months in comparison to the national average. With some exceptions, interviews with children and carers showed that the programme was well received and indicated that it could increase reading engagement and carer involvement. The current empirical base knowledge suggests that the Letterbox Club has a small impact on foster children’s literacy. The results do not allow for causal interpretations. Long-term outcomes are unknown. The programme lacks a theoretical foundation, and the implementation is dependent on individual and contextual factors. However, the programme is simple to administer, low-cost, and can reach a large number of children. The article therefore suggests that the Letterbox Club could be seen as a general supportive measure, and promotion of carer involvement is proposed as a way of improving its potential impact.  相似文献   

20.
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article I explore how children's written work might be enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literature and the literary devices used by authors, and where children explore and evaluate literature through group reading and discussion. The interrelationship between children's knowledge and understanding of literature and their writing development is examined. The way that critical reading and group discussion can develop children's metalanguage and metacognitive understanding is illustrated.  相似文献   

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