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1.
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.
Young-Suk KimEmail:
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2.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in conflict with societal norms.  相似文献   

3.
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   

4.
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing, and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping, comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended.  相似文献   

5.
Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non-experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self-report questionnaire about children's home-literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy-promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy-promoting agents and thought of literacy learning as restricted to formal or academic spaces.  相似文献   

6.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies, which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11, 2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic outcomes by lower achievers.  相似文献   

7.
Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.  相似文献   

8.
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.  相似文献   

9.
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA, 1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships.  相似文献   

10.
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002).  相似文献   

11.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire (Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is significantly greater than that achieved by watching a film about dyslexia.  相似文献   

12.
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal’s (Brain Lang 9:182–198, 1980) fast transitions account of RD children’s speech perception problems was contrasted with Studdert-Kennedy’s (Read Writ Interdiscip J 15:5–14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and fast transitions influenced accurate speech perception for RD children as well as CA controls.  相似文献   

13.
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   

14.
The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in Teacher rating of oral language and literacy (TROLL): a research-based tool. Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor, 2001) and a direct behavioral measure of language development, the Preschool Language Scale-4 (PLS-4; Zimmerman et al. in Preschool Language Scale-4. The Psychological Corporation, San Antonio, 2002), among English-speaking (n = 210), Spanish-speaking (n = 34), and English/Spanish bilingual (n = 109) typically-developing preschool children. Three hundred and fifty-three preschool children who attended early childhood education programs in an urban area of the Southwestern United States participated. Preschool teachers completed the TROLL, and the PLS-4 was individually administered to the children at preschool centers. The TROLL and PLS-4 were significantly correlated for English-speaking children, but with small effect sizes noted. For Spanish-speaking children, the TROLL and the expressive subscale of the PLS-4 were not significant, and for bilingual children the TROLL and PLS-4 were not significant. English-speaking children scored higher on the TROLL than the Spanish-speaking and bilingual children. Finally, a higher proportion of Spanish-speaking and bilingual children received a TROLL score at or below the 10th percentile. Results suggest that the TROLL did not adequately capture typically developing children’s linguistic and literacy development in a uniform manner across language groups. Caution is recommended when relying upon a single instrument to describe the emergent literacy and language skills of preschool children from Spanish-speaking and bilingual backgrounds.  相似文献   

15.
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   

16.
A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.  相似文献   

17.
Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献   

18.
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19.
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings, hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary.  相似文献   

20.
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.  相似文献   

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