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Showing 1 to 15 of 125 results Save | Export
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Scheepers, Cornelia; Eccles, Renata; Abdoola, Shabnam; Graham, Marien; van der Linde, Jeannie – Early Childhood Education Journal, 2021
Emergent literacy abilities of young children are strong predictors of future academic success, however, biological and environmental risks can impact their progress. Parental interventions that promote home-based stimulation of preschoolers can enhance literacy development and ensure school readiness. mHealth technology may be a viable approach…
Descriptors: Emergent Literacy, Preschool Children, Predictor Variables, Environmental Influences
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Cutrer-Párraga, Elizabeth A.; Heath, Melissa A.; Caldarella, Paul – Early Childhood Education Journal, 2021
Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches (n = 5) and Kindergarten teachers (n = 6). This study focused on how established kindergarten…
Descriptors: Preschool Teachers, Teacher Attitudes, Resistance (Psychology), Emergent Literacy
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Brown, Sally; Allmond, Alexandra – Early Childhood Education Journal, 2021
An extensive focus on written language in early literacy instruction and assessment for emergent bilinguals places students at a disadvantage since they are learning English as a new language. Typically, classroom instruction has a narrow view of literacy and is dominated by a focus on tested skills, with little emphasis on the diverse backgrounds…
Descriptors: Case Studies, Bilingualism, Emergent Literacy, Literacy Education
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Barratt-Pugh, Caroline; Ruscoe, Amelia; Fellowes, Janet – Early Childhood Education Journal, 2021
This article describes the processes and outcomes of a research project exploring children's motivation to write, undertaken by four pre-primary teachers in Western Australia. The teachers adopted a sociocultural theoretical framework using child centred participatory methodology, in which 109 children aged between five and six years shared their…
Descriptors: Student Motivation, Emergent Literacy, Foreign Countries, Beginning Writing
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Barratt-Pugh, Caroline; Haig, Yvonne – Early Childhood Education Journal, 2020
This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. "Creating Books in Communities" is part of "Better Beginnings," a state-wide program, developed by the State Library of Western Australia, for…
Descriptors: Foreign Countries, Books, Geographic Isolation, Cultural Relevance
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Neumann, Michelle M. – Early Childhood Education Journal, 2020
Due to recent advances in technology, social robots are emerging as educational tools with the potential to enhance early language and literacy skills in young children. Social robots are defined as machines that can socially interact and communicate intelligently with humans. A review of the literature was conducted to explore current knowledge…
Descriptors: Emergent Literacy, Language Acquisition, Literacy Education, Robotics
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Keller-Margulis, Milena A.; Dempsey, Allison G. – Early Childhood Education Journal, 2020
The primary objective of this study was to describe cognitive and pre-academic skills of children born preterm (< 30 weeks gestational age) at preschool age. A secondary objective was to relate cognitive functioning at preschool age to developmental scores obtained using the Bayley Scales of Infant and Toddler Development-Third Edition (Bayley…
Descriptors: Premature Infants, Preschool Children, Cognitive Ability, Scores
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Rizk, Jessica – Early Childhood Education Journal, 2020
Drawing on ethnographic research, this paper investigates the gendered involvement in early literacy programs at one central library in the Greater Toronto Area. This study consisted of observations and field notes across family literacy programs, along with in-depth interviews with librarians and mother attendees. In particular, this research…
Descriptors: Mothers, Gender Differences, Literacy Education, Family Programs
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Thomas, Nathalie; Colin, Cécile; Leybaert, Jacqueline – Early Childhood Education Journal, 2020
Children with low socioeconomic status and language-minority backgrounds generally have weak precursory skills (language and emergent literacy) for learning written language. These skills can be stimulated through interactive reading sessions. Our innovative study for French-speaking Belgium aimed to evaluate the effects of an interactive reading…
Descriptors: Reading Instruction, Socioeconomic Status, Emergent Literacy, Language Minorities
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Boit, Rachel J.; Barnes, Amanda C.; Conlin, Dana; Hestenes, Linda L. – Early Childhood Education Journal, 2020
The process of guiding young children to learn to read and write may hold unique challenges for refugee families who are transitioning to a new culture and a new language, yet areas of strength and resourcefulness may lead to successful literacy readiness for these young learners. This qualitative descriptive study examined refugee mothers' (N=9)…
Descriptors: Refugees, Mothers, Preschool Children, Parent Child Relationship
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Ramírez, Rica; López, Lisa M.; Ferron, John – Early Childhood Education Journal, 2019
The increasing diversity in classrooms throughout the U.S. calls for teachers who are culturally competent and have quality professional development in working with dual language learners (DLLs) in order to ensure children from diverse groups are receiving equitable and high-quality education. This study focuses on teacher characteristics that…
Descriptors: Student Diversity, Bilingual Students, Hispanic American Students, Early Intervention
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Håland, Anne; Hoem, Toril Frafjord; McTigue, Erin Margaret – Early Childhood Education Journal, 2019
Writing at school start is critical for students' literacy development but student composition is often undervalued in early education classrooms and understudied by literacy researchers. To address such needs, this mixed methods, sequential survey study investigated how writing practices are enacted in the fall semester of Norwegian 1st grade…
Descriptors: Writing Instruction, Writing Skills, Foreign Countries, Grade 1
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Altun, Dilek – Early Childhood Education Journal, 2019
Early literacy skills are part of a larger set of skills, knowledge, and affective responses gained throughout childhood; however, emergent reading motivation has been neglected in research and practice. Theoretical models for reading motivation are available in the literature, but they were developed based on school-aged children and print-based…
Descriptors: Grounded Theory, Emergent Literacy, Reading Motivation, Preschool Children
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Nikolopoulou, Kleopatra; Akriotou, Despoina; Gialamas, Vasilis – Early Childhood Education Journal, 2019
ICT is an effective tool which can support young children's reading skills in English as a foreign language (EFL), while teachers' perceptions influence their classroom practices; however, there is limited empirical evidence on students' perceptions on the use of ICT to enhance early reading skills in EFL. This study investigated early childhood…
Descriptors: Foreign Countries, Emergent Literacy, English Instruction, English (Second Language)
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Bowling, Emily C. C.; Cabell, Sonia Q. – Early Childhood Education Journal, 2019
A child's ability to fingerpoint accurately to words while reading aloud a memorized text showcases his/her development of concept of word in text. This ability demonstrates the extent to which key early literacy skills are integrated (e.g., alphabet knowledge, phonological awareness). Research indicates that attaining a concept of word in text is…
Descriptors: Preschool Teachers, Reading Instruction, Emergent Literacy, Reading Aloud to Others
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