共查询到20条相似文献,搜索用时 78 毫秒
1.
Lisa Boggiss Boyce 《Children‘s Literature in Education》2011,42(3):243-255
Discussions of children’s literature frequently neglect the pop-up. This universally popular type of book is often considered
ephemeral and insubstantial, although some titles have managed to attain popularity and critical recognition, elevating the
form to iconic status. One of the most acclaimed and lasting titles in contemporary pop-up books is Jan Pieńkowski’s Haunted House. Gothic themes have always been popular with pop-up book originators, especially as the form lends itself perfectly to concepts
of transformation, but a close reading of this particular title is ideally suited to the investigation of place and space.
Everything is carefully designed to draw the reader in. The familiar experience of arriving in a strange house is a concept
even the youngest child can relate to, while the text poses questions and, even in its title, establishes the potential for
surprise. Each turn of the page delivers this as each pop-up unfolds and demands reaction from the reader, linking narrative
place and space with actual three dimensional place and space. Using Pieńkowski’s Haunted House as a focus, this article argues for a revaluation of the pop-up form. 相似文献
2.
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
3.
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
4.
Relationships between sixth-graders’ reading comprehension and two different measures of print exposure 总被引:1,自引:0,他引:1
This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print
exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s
voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits,
not with other habits such as nonfiction book or magazine reading, and had a stronger relationship to all tested reading abilities
than did the RHQ. Strong comprehenders in reading outperformed weak comprehenders on all component reading measures, ART score,
and fiction habits; however, weak comprehenders scored higher than did strong comprehenders on the indicator of nonfiction
reading habits. The two groups of comprehenders did not differ significantly on other reported reading habits. The results
are discussed in relation to children’s specific book choices and demonstrate the relevance of genre to evaluations of children’s
print exposure. 相似文献
5.
Gabrielle Cliff Hodges Maria Nikolajeva Liz Taylor 《Children‘s Literature in Education》2010,41(3):189-206
The paper discusses the children’s novel Gaffer Samson’s Luck (1984), by Jill Paton Walsh, from three different perspectives; those of a cultural geographer, a literary scholar and an English
teacher. It is part of a larger research project on children’s perception of their place-related identities through reading
and writing. The novel is used as a case study to develop a multidisciplinary approach, drawing upon theories of literature
and reading, and a conceptualisation of space in cultural geography. Employing ideas from different disciplines, the paper
offers an original interpretation of the text as well as innovative analytical tools for future research and for classroom
application. 相似文献
6.
Louise Spear-Swerling 《Reading and writing》2006,19(2):199-220
This study explored third-graders’ oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading
comprehension. It also examined the children’s performance on two different measures of text exposure, a self-report questionnaire
and a title-recognition test. Although third-graders’ ORF related significantly to their reading comprehension, oral language
comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for
most of the variance in ORF. Third-grade reading comprehension and ORF each predicted unique variance in children’s scores
on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly
with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the
other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading
fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children’s reading comprehension, even
when the ORF measure employs very easy text in which children achieve near-perfect word accuracy. 相似文献
7.
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
8.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
9.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
10.
Rebecca R. Norman 《Reading and writing》2012,25(3):739-774
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated
with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in
text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics
in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational
texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered
8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures
and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the
graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure
of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between
the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number
of individual processes were positively correlated with retelling and/or comprehension question scores. 相似文献
11.
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
12.
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
13.
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
14.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
15.
Barnes Amanda C. Boit Rachel J. Conlin Dana Hestenes Linda L. 《Early Childhood Education Journal》2022,50(1):107-117
Early Childhood Education Journal - Interactive book reading is an active practice that aims to stimulate children’s language and literacy development. The interactions that take place during... 相似文献
16.
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
17.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
18.
Early Childhood Education Journal - Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has... 相似文献
19.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
20.
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