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1.
Howard P. Parette Jack J. Hourcade Jenny M. Dinelli Nichole M. Boeckmann 《Early Childhood Education Journal》2009,36(4):355-363
Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between
children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target
five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software,
is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a
brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the
potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. 相似文献
2.
This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological
and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at
the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children’s English emergent literacy skills
and the ELL children’s Spanish emergent literacy skills, and the S-GRTR predicted the ELL children’s English and Spanish emergent
literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children’s print knowledge in English
and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively
to assess preschool children’s emergent literacy skills. 相似文献
3.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
4.
Howard P. Parette Nichole M. Boeckmann Jack J. Hourcade 《Early Childhood Education Journal》2008,36(2):161-170
This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential
to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness,
alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early
childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and
interactive activities. 相似文献
5.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
6.
The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role
in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head
Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled
by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy
development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities
with their children; and participants developed confidence in their roles as agents for change in their children’s lives. 相似文献
7.
Olivia N. Saracho 《Early Childhood Education Journal》2008,35(4):351-356
A case study approach was used to document the literacy experiences of 25 fathers and their children who participated in a
family literacy program. It explored the effects of a literacy intervention that was designed to assist fathers of five-year-old
children to develop their children’s literacy learning in a family environment. The findings indicated that the fathers promoted
their children’s literacy development when they learned literacy strategies and activities in the program. Although all fathers
were provided with the same literacy content, they differed in their use of literacy strategies. Themes were identified and
described based on the literacy strategies, interactions, materials, and activities that the fathers used. 相似文献
8.
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
9.
Michelle M. Neumann Michelle Hood David L. Neumann 《Early Childhood Education Journal》2009,36(4):313-319
The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains
to be fully explored. The present report describes how one parent scaffolded her young child’s emergent writing and letter
knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys
meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach
incorporating the tracing of letters and whole body movements, and common household objects to guide the child’s learning
of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child
copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how
to provide engaging opportunities for literacy learning in the home environment or in an early educational context. 相似文献
10.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control).
Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name
and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and
post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling
measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition.
Benefits did not generalize to other emergent literacy skills. 相似文献
11.
Deborah Russell Carter David J. Chard Juli Lull Pool 《Early Childhood Education Journal》2009,36(6):519-526
Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully
with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development,
however, more than one-third of children in the United States enter school with significant differences in language, early
literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties.
The quantity and quality of language interactions children have with their parents and exposure to print in their home environment
prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines
and tools for helping families identify and create language and literacy opportunities in their home environment that reflect
their unique strengths and routines. 相似文献
12.
Roger D. Phillips Rebecca L. Gorton Patricia Pinciotti Anuradha Sachdev 《Early Childhood Education Journal》2010,38(2):111-122
An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum—Art as a Way of Learning—was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent
literacy and school readiness of at-risk young children in community-based preschool settings. A quasi-experimental pre-post
treatment-only design was used to explore this program’s potential effects in a real-world setting. Preliminary results revealed
improvements in young children’s emergent literacy on a number of targeted and standardized measures after participation in
the program. This arts-integrated approach to the teaching of and learning in young children shows considerable promise and
warrants a rigorous test of its effects. 相似文献
13.
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: |
14.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献
15.
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
16.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
17.
Kelly L. Heider 《Early Childhood Education Journal》2009,36(6):513-518
The rapid growth of information over the last 30 or 40 years has made it impossible for educators to prepare students for
the future without teaching them how to be effective information managers. The American Library Association refers to those
students who manage information effectively as information literate. Information literacy instruction has been a priority in many secondary schools since the American Association of School
Libraries published the Information Literacy Standards for Student Learning in 1998. Although these standards were written for grades K-12, information literacy is still not the focus in many early
childhood classrooms. This article discusses the importance of information literacy instruction in early childhood education.
Research suggests that early information literacy instruction, using informational texts and collaborative, teacher–librarian
curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival
in today’s Information Age. 相似文献
18.
Jack J. Hourcade Howard P. Parette Nichole Boeckmann Craig Blum 《Early Childhood Education Journal》2010,37(6):483-491
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood
education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills.
Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners
at risk of academic difficulties. 相似文献
19.
Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally,
educational reform policies such as this imply the need for continuous professional development activities that enhance teacher
qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative
towards enhancing teacher pedagogy and its effect on children’s literacy performance. Forty-four Head Start teachers and classrooms
were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in
the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives,
if offered appropriately, can enhance children’s academic performance. 相似文献
20.
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