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1.
Margaret Mackey 《Children‘s Literature in Education》2011,42(4):289-307
This article argues that if we paid attention to the local situation of a reader the way we attend to the life story of an
author, we might gain a very different understanding of children’s literacy. It explores the literate approaches of a single
child exploring a single theme—the settler culture as represented in a variety of materials accessible to her in the 1950s—across
the discourses of television cowboy shows, school and recreational texts featuring settlers and indigenous people, and a British
children’s novel about claiming the land. The article suggests that this kind of miscellaneous intertextuality is a larger
feature of early reading than we sometimes assume. 相似文献
2.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent
writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing
with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly
assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult
support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions.
The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological
awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness
and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading
the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy
level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational
implications are discussed. 相似文献
3.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |
4.
Karin I. E. Dahlin 《Reading and writing》2011,24(4):479-491
This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children
with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program,
and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of
working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects
appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with
children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in
the reading development of literacy among children with special needs, and that interventions to improve working memory may
help children becoming more proficient in reading comprehension. 相似文献
5.
This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their
children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other
parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of
interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded
to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy,
reading with families, and story reading. All members of the families read to their children frequently or daily and engaged
the children in conversations about the books read. The books chosen to be read to the children were categorized by genre,
with modern fiction being the most popular genre. 相似文献
6.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
7.
Susan Lutz Klauda 《Educational Psychology Review》2009,21(4):325-363
Parent support for reading is one of the many elements that may play a role in the development and sustainment of children’s
reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and
primary-grade children’s reading than in their older children’s reading. Thus, this paper examines the findings and methodology
of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations
and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative,
and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices,
and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents’
in adolescents’ reading motivation based on extant work and to encourage research that will help develop this sketch into
a fuller portrait. 相似文献
8.
Katherine Becker 《Early Childhood Education Journal》2012,40(2):107-114
The purpose of this study was to explore patronage and usage of the children’s section of a public library. Patrons of the
children’s section of a public library in a small Northern Arizona city were observed for a total of 24 h over 12 sessions.
Analytic induction was used to formulate categories based on field notes made during these observations. An observation of
a story time session was also conducted. Data from an interview with a librarian was triangulated with observational data.
In terms of patronage, the clear majority of parents/adult caregivers accompanying a child or children to the children’s section
were observed to be female and speaking English. In terms of usage, the following three categories of early learning were
identified from the data: early literacy learning; learning how to use a library; and other developmentally appropriate learning.
Study results offer insight into both the role of females in the intergenerational transmission of literacy and the rich learning
young children experience at the library. At a time of library cutbacks and closures across the United States, this study
speaks to the continued relevance of the children’s section of the public library in providing free early learning experiences
during the pivotal birth to five age range. 相似文献
9.
Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the
need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may
be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey
child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature.
This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children
aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the
books’ content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for
child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults
and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the
need for persistence and hope. 相似文献
10.
Kirsten Hutchison 《The Australian Educational Researcher》2001,28(3):47-61
Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children. 相似文献
11.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
12.
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s
museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children
have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting
children’s interactions with peers and adults, and offering affordances for children’s play are discussed. 相似文献
13.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
14.
Jenni Adams 《Children‘s Literature in Education》2010,41(3):222-233
This article examines the consolatory possibilities presented by Markus Zusak’s recent crossover novel The Book Thief, investigating the degree to which the novel delivers the simultaneous consolation and confrontation identified with children’s
and young adults’ Holocaust texts by such critics as Adrienne Kertzer and Lawrence Baron. Contending that the supernatural
nature of the novel’s redemptive imagery ultimately undermines its apparently consolatory purpose, the article concludes with
an analysis of the extent to which such a reading is complicated by the novel’s status as crossover text, and the triangular
gaze that might subsequently be attributed to its adult readers. 相似文献
15.
Bridget A. Walsh Katherine Kensinger Rose Claudia Sanchez Melissa M. Burnham 《Early Childhood Education Journal》2012,39(6):383-390
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children,
while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the
extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head
Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting
labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish
was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary
noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children
in Head Start and future avenues for research are discussed. 相似文献
16.
17.
The work in family child care is becoming increasingly more professional, moving from an image of ‘mothering’ toward one of
educare. The growing demand for expertise and competence in family child care providers can be examined in light of their
pedagogical experiences and the ways in which children engage in learning in providers’ homes. This article is based on a
phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience
with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five
dimensions of learning: children’s skills for learning, essential opportunities for learning, two forums for learning, socio-emotional
learning, and meaningful learning. The authors conclude with implications for further research. 相似文献
18.
Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program 总被引：1，自引：0，他引：1
Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them
up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills
development. This report presents an overview of the Reading Together Program that introduced families of young children ages
6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of
how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored
by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated
that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship
with their children. This article also presents responses of the initial and final reading perception surveys as well as implications
for future research and practice. 相似文献
19.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,34(5):345-350
A wealth of research documents the reading preferences of young children. However, much less is known about children’s actual
agendas or reasons for using and experiencing books. This article proposes the simple ENGAGE process to help adults better
understand what children believe is best about the books in their lives. Twelve books are reviewed and recommended. 相似文献
20.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献