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Han, Jisu; Neuharth-Pritchett, Stacey – Childhood Education, 2014
Research shows that home environments play a critical role in developing children's early literacy skills. Given the importance of developing early literacy skills to bolster children's chances for subsequent academic success, this article highlights the role of parent-child shared book reading. Summarizing research on different types of…
Descriptors: Interaction, Parent Child Relationship, Preschool Children, Oral Reading
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Rhoades, Mindi – Early Childhood Education Journal, 2016
Early childhood education, particularly through the influence of the Reggio Emilia model, traditionally has a strong affinity for arts-based, inquiry-based, interdisciplinary pedagogy. However, in the US, as standardized testing and curricula creep into early childhood classrooms, they marginalize arts-based learning and the kinds of playful,…
Descriptors: Preschool Children, Early Childhood Education, Reggio Emilia Approach, Childrens Literature
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Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit – Journal of Research in Childhood Education, 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading
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Lee, Boh Young – Early Childhood Education Journal, 2011
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities.…
Descriptors: Independent Reading, Toddlers, Emergent Literacy, Reading Instruction
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Lee, Boh Young – Early Childhood Education Journal, 2010
This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and teachers in a university preschool classroom. The focus of this study is to investigate whether…
Descriptors: Parent Participation, Toddlers, Parent School Relationship, Emergent Literacy
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Huennekens, Mary Ellen; Xu, Yaoying – Early Childhood Education Journal, 2010
The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their…
Descriptors: Childrens Literature, Books, English (Second Language), Second Language Learning
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Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urska; Podlesek, Anja – European Early Childhood Education Research Journal, 2012
Storytelling represents an aspect of children's general language competence. The characteristics of the home literacy environment, especially joint reading between parents and children, have a significant effect on children's storytelling. The purpose of this study was to explore the age differences in the storytelling of three- to six-year-old…
Descriptors: Age Differences, Developmental Psychology, Family Environment, Picture Books
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Dwyer, Julie; Neuman, Susan B. – Early Childhood Education Journal, 2008
The selection of books to read to young children matters enormously in the role books play for enriching children's lives. This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books targeted to children's developing skills will enhance the power and the pleasures of reading to young…
Descriptors: Preschool Children, Reading Material Selection, Childrens Literature, Developmental Stages
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Lowery, Ruth McKoy – Early Childhood Education Journal, 2003
The Daycare Book-a-thon is a project that targets at-risk preschoolers, providing books donated from preservice teachers in a children's literature course along with bookmarks highlighting ways parents can read and extend the books with their children at home. Through this activity, preservice teachers come to understand the diverse student…
Descriptors: At Risk Persons, Books, Child Care, Child Caregivers