Promoting Early Literacy and Student Investment in the African Storybook     

Espen Stranger-Johannessen  Bonny Norton 《Journal of Language, Identity & Education》2019,18(6):400-411

ABSTRACT

Research has found that reading achievement is strongly associated with opportunities for children to engage actively with print. This article addresses research on a digital initiative called the African Storybook, which provides a website with over 1,000 openly licensed children’s picture storybooks in more than 150 African languages, as well as the official languages of English, French, and Portuguese (africanstorybook.org). The article draws on a 2014 study conducted in Uganda that sought to examine the extent to which teachers and children were invested in the African Storybook stories. Of central interest in this article is the extent to which teachers sought to encourage young children to engage actively with the African Storybook stories. The findings suggest that use of the stories promoted greater ownership of meaning for the young readers, as well as shifts of identity for both students and teachers.  相似文献   

The device in the room: Technology’s role in third grade literacy instruction     

D. Bruce Taylor  Laura K. Handler  Erin FitzPatrick 《Journal of Research on Technology in Education》2020,52(4):515-533

Abstract

This yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills.  相似文献   

“美国高等教育信息素养能力标准”及其启示   总被引：80，自引：7，他引：80  

何高大 《现代教育技术》2002,12(3):24-29

“信息素养”已成为教育中的一个热门话题。各个国家对此做出了积极的反应并制定了相应的标准,尤以信息技术发达的美国为代表。美国在制定中学生信息素养标准之后,续而又在2000年制定了美国高等教育信息素养能力标准。该文主要介绍“美国高等教育信息素养能力标准”并在此基础上展开了对我国目前高校计算机课程的理性思考和教学改革的建议。  相似文献   

The Early Literacy Support Programme (ELS) and the blend and clash of national educational policy ideologies in England     

Janet Soler Corresponding author  Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001 Department for Education and Skills 2001a Early Literacy Support Programme, materials to support teachers working in partnership with teaching assistants London DfES  [Google Scholar]a; 2001 Department for Education and Skills 2001b Early Literacy Support Programme, session materials for teaching assistants London DfES  [Google Scholar]b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.  相似文献   

Functional reading difficulties in Denmark     

Carsten Elbro  Susan Møller  Elisabeth Munk Nielsen 《Reading and writing》1995,7(3):257-276

In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over 45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did. Methodological issues and some educational implications are discussed.  相似文献   

Border work: Teachers’ expressions of their literacy-related professional development needs in a First Nations school     

Rachel Heydon^{Author Vitae}  Rosamund StookeAuthor Vitae 《Teaching and Teacher Education》2012,28(1):11-20

This paper reports on a case study of teachers’ expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada. The paper construes the work of the teachers as “border work” and argues that their literacy teaching work was complex and tied to an ongoing legacy of colonialism. Four interrelated themes are discussed. The paper recommends improving compensation and job security for educators in First Nations schools and supporting them to see themselves as knowledgeable professionals who can entertain sophisticated notions of literacy that consider its relationship to situation including culture.  相似文献   

The impacts of an early mathematics curriculum on oral language and literacy     

Julie Sarama  Alissa A. Lange  Douglas H. Clements  Christopher B. Wolfe 《Early childhood research quarterly》2012

Competence in early mathematics is crucial for later school success. Although research indicates that early mathematics curricula improve children's mathematics skill, such curricula's impacts on oral language and early literacy skills are not known. This project is the first to investigate the effects of an intensive pre-kindergarten mathematics curriculum, Building Blocks, on the oral language and letter recognition of children participating in a large-scale cluster randomized trial project. Results showed no evidence that children who were taught mathematics using the curriculum performed differently than control children who received the typical district mathematics instruction on measures of letter recognition, and on two of the oral language (story retell) subtests, sentence length and inferential reasoning (emotive content). However, children in the Building Blocks group outperformed children in the control group on four oral language subtests: ability to recall key words, use of complex utterances, willingness to reproduce narratives independently, and inferential reasoning (practical content).  相似文献   

A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)   总被引：1，自引：0，他引：1  

Jill M. Pentimonti  Tricia A. Zucker  Laura M. Justice  Yaacov Petscher  Shayne B. Piasta  Joan N. Kaderavek 《Early childhood research quarterly》2012

Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described.  相似文献   

Does executive function mediate SES and home quality associations with academic readiness?     

Janean E. Dilworth-Bart 《Early childhood research quarterly》2012

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.  相似文献   

Understanding voices from the margins: social injustice and agency in first-year students’ literacy narratives     

《Journal of Further & Higher Education》2012,36(8):1152-1162

Abstract

This article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices.  相似文献