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Kuby, Candace R.; Rucker, Tara Gutshall – Journal of Early Childhood Literacy, 2020
In response to the guest editors' call to attend to literacy and language as bodily practices and to (re)think social inequality in young children's literacies, we read a couple of publications by Rosi Braidotti, Maggie MacLure, Nathan Snaza, Sarah Truman and Karin Murris (and others) in relation to a personal narrative gameboard coming to be in a…
Descriptors: Intervention, Social Differences, Literacy, Grade 2
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Dernikos, Bessie P. – Journal of Early Childhood Literacy, 2020
Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways in which white supremacist forces subtly moved with/in a primary classroom (NYC), through a host of bodies and sounds, to reinforce processes of affective assimilation -- or demands for first graders to 'feel white'.…
Descriptors: Grade 1, Elementary School Students, Racial Bias, Whites
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Burnett, Cathy; Merchant, Guy; Neumann, Michelle M. – Journal of Early Childhood Literacy, 2020
This article uses a sociomaterial perspective to explore how deficit views of young children's language and literacy are sustained and can be challenged. Foregrounding the notion of multiplicity, it considers how diverse sociomaterial relations work to uphold particular kinds of practice and particular arrangements of bodies and things over…
Descriptors: Emergent Literacy, Young Children, Social Bias, Social Attitudes
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D'warte, Jacqueline – Journal of Early Childhood Literacy, 2020
Although unevenly distributed, many Australian classrooms are increasingly diverse and include young people from a wide variety of cultural and linguistic backgrounds, young people who speak many different languages and dialects of English. These diverse classrooms offer rich and exciting teaching and learning opportunities and require innovative…
Descriptors: Foreign Countries, Immigrants, Bilingual Students, Preschool Children
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Flint, Tori K. – Journal of Early Childhood Literacy, 2020
This eight-month study, conducted in a first-grade classroom in the southwestern United States, analyzed young children's playful responses to literature. It focuses on framing a theory that underpins play as a form of reader response, which I term 'responsive play'. It further aims to answer the overarching research question and the sub-question:…
Descriptors: Classroom Environment, Play, Reader Response, Grade 1
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Dwyer, Julie; Harbaugh, Allen G. – Journal of Early Childhood Literacy, 2020
This study investigates how eight public, centre-based preschool teachers working with low-income children are using different activity settings and content foci to support one aspect of academic language: vocabulary development. Findings indicate that, on average, when teachers engaged children in teacher-led, whole group activities, read-alouds,…
Descriptors: Preschool Teachers, Child Care Centers, Preschool Children, Low Income Groups
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Hadley, Elizabeth Burke; Dickinson, David K. – Journal of Early Childhood Literacy, 2020
The importance of early vocabulary development to later reading comprehension has been well-established. However, there have been a number of criticisms that the assessments typically used to measure oral vocabulary knowledge do not adequately capture the complexity of this construct. This conceptual review works towards a more robust theoretical…
Descriptors: Vocabulary Development, Preschool Children, Kindergarten, Grade 1
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Noguerón-Liu, Silvia; Shimek, Courtney Hokulaniokekai; Bahlmann Bollinger, Chelsey – Journal of Early Childhood Literacy, 2020
The purpose of this study was to explore the ways emergent bilingual first-graders draw on multiple linguistic resources during reading assessments and the participation of their Spanish-dominant parents in those assessments, as children engaged in English and Spanish retelling tasks. Informed by a translanguaging lens, sociopsycholinguistic and…
Descriptors: Reading Tests, Grade 1, Elementary School Students, Bilingualism
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Moffatt, Lyndsay; Heydon, Rachel; Iannacci, Luigi – Journal of Early Childhood Literacy, 2019
Reading aloud to children is a ubiquitous practice in early childhood settings. While there are many recommendations for how educators should conduct these experiences, little research in the past decade has examined how read-alouds are actually accomplished. Using anthropological and sociological theories of learning, literacy and research, our…
Descriptors: Kindergarten, Young Children, Reading Aloud to Others, Reading Instruction
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Duggins, Shaunté; Acosta, Melanie M. – Journal of Early Childhood Literacy, 2019
Within the last decade, two large reading reform efforts have directed state and local state school reading instruction, the Reading First Initiative (2002) and the Common Core State Standards for English Language Arts (2010). These initiatives have heavily shaped literacy teaching and learning with a focus on disparity reduction in literacy…
Descriptors: Reading Aloud to Others, Common Core State Standards, Teacher Attitudes, Elementary School Teachers
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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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