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Facilitating Reading Habits and Creating Peer Culture in Shared Book Reading: An Exploratory Case Study in a Toddler Classroom
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Lee, Boh Young – Early Childhood Education Journal, 2017
Fifteen toddlers (2- to 3-years old, nine boys and six girls) in a university preschool classroom were observed for 7 months while spending time with books during transition time, between story time and lunch. This qualitative case study investigated the ways that teachers can facilitate toddlers' reading habits by providing literacy opportunities…
Descriptors: Reading Habits, Case Studies, Toddlers, Story Reading
Assessing Book Knowledge through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers
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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
Investigating Toddlers' and Parents' Storybook Reading during Morning Transition
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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