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61.
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.
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| Young-Suk KimEmail: |
62.
This article will describe an approach to planning and assessment that is designed to support an emergent, play-based curriculum
while helping teachers make informed instructional decisions. Using assessment that supports curriculum allows early childhood
professionals to infuse early learning content standards into meaningful, relevant and connected topics of study. Through
a combined effort among teachers, administrators and university faculty, one demonstration school developed a method of integrating
and evaluating content standards and developmental skills into an emergent curriculum model. While this remains a work in
progress, it does show promise for being an effective way to address state standards while maintaining recommended developmentally
appropriate practices. 相似文献
63.
Laura Kelly Clark Hunt 《Public Library Quarterly》2020,39(5):471-485
ABSTRACT Public libraries are an important resource for emergent literacy development. Emergent literacy is the behavior a child exhibits relative to books and reading before the child is able to decode words. A distinctive feature to public libraries is the free and equal access they offer to the public and specifically caregivers of very small children. Libraries house large quantities of print and electronic resources that give children the opportunity to have meaningful literacy experiences that are necessary for reading development. These experiences have a significant impact on emergent literacy development. While literature demonstrates the importance of public libraries for small children, caregivers may not know about the impact of print-rich environments on emergent literacy skills. These interviews with caregivers reveal that most of them attend public library-emergent literacy programming for many other reasons than developing emergent literacy skills and exposure to a print-rich environment. 相似文献
64.
This paper presents a theoretical model thatattempts to account for the early stages oflanguage acquisition in terms of interactionbetween biological constraints and inputcharacteristics. The model uses theimplications of stochastic representations ofthe sensory input in a volatile and limitedmemory. It is argued that phonologicalstructure is a consequence of limited memoryresources under the pressure of ecologicallyrelevant multi-sensory information. 相似文献
65.
Young-for-grade students have been shown to receive lower grades and have a higher likelihood of retention compared to their oldest peers upon kindergarten entry. Our study of 1474 economically disadvantaged first-time kindergarteners investigates if preschool attendance may ameliorate some of the risks potentially associated with being young-for-grade. Using the state-mandated age cutoff date, we establish four groups of students based on age (oldest/youngest in the cohort) and preschool experience (attended preschool/did not attend preschool) and use multilevel linear and logistic regression models in analyzing early literacy scores as well as the likelihood of being retained. Our findings show that while preschool attendance is associated with higher emergent literacy performance, young students still experience higher retention risks compared to their older peers, regardless of preschool attendance and controlling for end-of-year literacy scores. 相似文献
66.
Sonia Q. Cabell Laura M. Justice Jessica A.R. Logan Timothy R. Konold 《Early childhood research quarterly》2013
This study represents a longitudinal follow-up to a prior investigation that identified five profiles of emergent literacy skills among children in the fall of their prekindergarten year. Here, we examined: (a) how profile patterns changed from fall to spring, (b) the extent to which children remained stable in their profile membership, and (c) possible factors that may explain children's movement in profile membership from fall to spring. Participants were 484 children enrolled in needs-based programs. Eight measures of emergent literacy, across oral language and code-related domains, were administered in both the fall and the spring of the prekindergarten year. Latent profile analysis was used to classify children into fall and spring profiles (N = 484, 369, respectively). Although there were fewer profiles identified in the spring, children's membership within the profiles was characterized by a degree of stability, especially in the extremes of performance. Among children who shifted membership from fall to spring (35%), movement to a more desirable profile was primarily associated with children's emergent literacy skills, particularly oral language, at the beginning of the prekindergarten year. 相似文献
67.
Andrea Rolla San Francisco Corresponding author Melissa Arias Renata Villers 《Early Years: An International Journal of Research and Development》2005,25(2):113-127
High‐quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre‐school education in Costa Rica is described as background to presenting cross‐sectional data on the emergent literacy skills of low‐income Costa Rican children in kindergarten, 1st and 2nd grade from six schools (n?=?335). These data suggest that Costa Rican children show rather limited emergent literacy knowledge at the end of kindergarten. In addition, instruction in nine kindergarten classrooms is described and evaluated in order to provide vignettes of educational practice. The need for developmentally appropriate practice around emergent literacy skills and articulation with 1st grade is discussed and appropriate professional development is called for. 相似文献
68.
Eri Fukumine 《Journal of Latinos & Education》2016,15(2):134-139
The present research investigated analogical transfer during problem solving by bilinguals. In a study with 50 Spanish–English bilinguals, participants solved a target problem whose solution was similar to that of a preceding source problem. The source problem was always presented in the 2nd language; the target problem was always presented in the 1st language. The results showed that when participants understood a key structural feature shared by the source and target problems, they solved the target problem more often than others. Participants’ performance was not related to their proficiency in the language of the source problem (i.e., the 2nd language). 相似文献
69.
通过对塔里木河下游喀尔达依断面应急输水前后不同离河距离胡杨生长量观测与统计分析，结果表明：应急输水前(1994年～1999年，下同)不同离河距离胡杨生长曲线均呈现平行、重合与水平状态，即输水前不同离河距离每年生长量大小趋于一致；应急输水后(2000年～2004年，下同)不同离河距离生长量曲线不平行、不重合、不水平，即不同离河距离胡杨生长量不一致。结合喀尔达依断面应急输水前地下水埋深值及6次应急输水资料，对胡杨生长量进行对应分析，结果表明：应急输水前，不同离河距离地下水埋深的一致性决定了胡杨生长量基本相同，当地下水埋深在9m时，胡杨一级枝年轮仍具有有限的生长量；应急输水后，随输水总量增加及地下水埋深抬升，胡杨生长量同步增加，应急输水明显地促进了河畔带胡杨的生长与恢复；应急输水后胡杨生长量大于应急输水前，对输水产生积极响应，可作为判定胡杨恢复效果的定量指标之一。 相似文献
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