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Maternal Scaffolding of Preschoolers' Writing Using Tablet and Paper-Pencil Tasks: Relations with Emergent Literacy Skills
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Neumann, Michelle M. – Journal of Research in Childhood Education, 2018
Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child…
Descriptors: Scaffolding (Teaching Technique), Mothers, Preschool Children, Emergent Literacy
An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children
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Moses, Annie M.; Golos, Debbie B.; Bennett, Colleen M. – Early Childhood Education Journal, 2015
Early childhood educators need access to research-based practices and materials to help all children learn to read. Some theorists have suggested that individuals learn to read through "dual coding" (i.e., a verbal code and a nonverbal code) and may benefit from more than one route to literacy (e.g., dual coding theory). Although deaf…
Descriptors: American Sign Language, Early Childhood Education, Teaching Methods, Video Technology
Increasing Parent Involvement among Head Start Families: A Randomized Control Group Study
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DeLoatche, Kendall Jeffries; Bradley-Klug, Kathy L.; Ogg, Julia; Kromrey, Jeffrey D.; Sundman-Wheat, Ashley N. – Early Childhood Education Journal, 2015
Parent involvement (PI) during preschool has been linked with strong pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school. Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences. The purpose of…
Descriptors: Parent Participation, Parent School Relationship, Preschool Education, Early Intervention
Preschool Teachers' Beliefs about the Teaching and Learning of Language and Literacy: Implications for Education and Practice
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Lynch, Jacqueline; Owston, Ron – International Research in Early Childhood Education, 2015
Given the limited research on preschool teachers' beliefs about teaching language and literacy in the preschool years, as well as on their conceptual understanding of children's language and literacy development, this study examined the beliefs of 79 preschool teachers who had at least a 2-year diploma in early childhood education. All were…
Descriptors: Preschool Teachers, Teacher Attitudes, Beliefs, Language Acquisition
Meaning-Related and Print-Related Interactions between Preschoolers and Parents during Shared Book Reading and Their Associations with Emergent Literacy Skills
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Han, Jisu; Neuharth-Pritchett, Stacey – Journal of Research in Childhood Education, 2015
This study examined interactions between preschool children and parents during shared book reading by analyzing parental self-report data. Using confirmatory factor analytic procedures and structural equation modeling, this study developed a scale measuring meaning-related and print-related reading interactions and examined their associations with…
Descriptors: Preschool Children, Parent Child Relationship, Reading Aloud to Others, Reading Skills
An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention
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Greenwood, Charles R.; Beecher, Constance; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight – Topics in Early Childhood Special Education, 2018
A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what…
Descriptors: Preschool Children, Individualized Education Programs, Literacy, Probability
Using Alphabet Knowledge to Track the Emergent Literacy Skills of Children in Head Start
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Heilmann, John J.; Moyle, Maura J.; Rueden, Ashley M. – Topics in Early Childhood Special Education, 2018
Having strong alphabet knowledge early in life is a powerful predictor of long-term reading and academic outcomes. Upon tracking the alphabet knowledge of 172 children enrolled in their first year of Head Start, we identified that most of the children could name fewer than 10 letters at the beginning of the academic year. Approximately, one third…
Descriptors: Alphabets, Emergent Literacy, Early Intervention, Knowledge Level