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Peterson, Debra S. – Journal of Early Childhood Literacy, 2019
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and…
Descriptors: Learner Engagement, Elementary School Students, Questioning Techniques, Thinking Skills
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Compton-Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie – Journal of Early Childhood Literacy, 2019
In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case…
Descriptors: Immigrants, Literacy, Longitudinal Studies, Case Studies
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Britsch, Susan – Journal of Early Childhood Literacy, 2019
This paper presents initial findings from a project that explored the use of digital cameras by preschool children in classroom science investigations. Children's science experience was viewed through a multimodal, social semiotic lens. A qualitative approach to data analysis was used to track and codify the visual choices made by the child…
Descriptors: Photography, Preschool Children, Science Instruction, Inquiry
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Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)
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Beneke, Margaret R.; Cheatham, Gregory A. – Journal of Early Childhood Literacy, 2019
Reading literature to engage young children in critical discussions about race -- and how it impacts their daily lives -- is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational…
Descriptors: Race, Preschool Education, Preschool Teachers, Preschool Children
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Hultin, Eva; Westman, Maria – Journal of Early Childhood Literacy, 2018
The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children's use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous…
Descriptors: Semiotics, Writing (Composition), Literacy, Family Environment
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Whittingham, Colleen E.; Hoffman, Emily Brown; Rumenapp, Joseph C. – Journal of Early Childhood Literacy, 2018
This research presents reflections from focus group discussions with childcare providers and parents of preschoolers in one African American community situated within a large Midwestern city in the United States. The purpose of this study was to examine parents' and childcare providers' conceptions of literacy and language related to school…
Descriptors: African American Children, Black Dialects, Language Usage, Parents
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Nam, Kyung Min – Journal of Early Childhood Literacy, 2018
Although many young children become literate within an environment in which different writing systems exist, there is little research on what children know about different writing systems and how they understand and develop them when they are learning more than one simultaneously. This qualitative study discusses how Korean EFL (English as a…
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Written Language, Language Classification
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Nevo, Einat; Vaknin-Nusbaum, Vered – Journal of Early Childhood Literacy, 2018
The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over…
Descriptors: Childrens Literature, Books, Kindergarten, Semitic Languages
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Zapata, Angie; Sánchez, Lenny; Robinson, Ariel – Journal of Early Childhood Literacy, 2018
The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer's Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer's five stances during and after text…
Descriptors: Postmodernism, Picture Books, Teacher Student Relationship, Literacy
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Harrison, Eugene; McTavish, Marianne – Journal of Early Childhood Literacy, 2018
Children today are growing up in a digital world that is changing and advancing at an unprecedented rate. While some adults may struggle to keep up with new technological gadgets, we find our very young may be quite at ease with the use of digital technologies, even before learning to speak. This study builds on a foundation of family literacy…
Descriptors: Infants, Toddlers, Language Acquisition, Native Language
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Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina – Journal of Early Childhood Literacy, 2018
This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…
Descriptors: Early Childhood Education, Classroom Environment, Literacy Education, Factor Analysis
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Snow, Marianne; Eslami, Zohreh R.; Park, Jeong Hyun – Journal of Early Childhood Literacy, 2018
Despite the rising number of linguistically diverse students in countries where English is the primary medium of instruction in schools, there is a relative lack of research on how these students learn to write in English and respond to common classroom literacy practices. One practice found in early childhood classrooms is literacy-enriched play,…
Descriptors: English Language Learners, Toys, Play, Writing (Composition)
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Walsh, Rosalind L.; Hodge, Kerry A. – Journal of Early Childhood Literacy, 2018
A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and…
Descriptors: Intervention, Experimental Groups, Thinking Skills, Skill Development
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Hu, Ran; Liu, Xiaoming; Zheng, Xun – Journal of Early Childhood Literacy, 2018
This qualitative study examined three bilingual children's (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read…
Descriptors: Picture Books, Bilingualism, Age Differences, Language Usage
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