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Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context
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Sunaina Shenoy; Anuj Iyer; Siamack Zahedi – Early Childhood Education Journal, 2024
Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…
Descriptors: Phonics, Reading Instruction, Teaching Methods, Foreign Countries
More than Words: A Qualitative Study on the Links between Preschool Teachers' Classroom Practices and Their Language Ideologies about Dual Language Learners
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Limlingan, Maria Cristina; McWayne, Christine M. – Early Childhood Education Journal, 2023
This study sought to learn more about preschool teachers' self-reported classroom practices related to DLLs and how such practices might be linked to their language ideologies. This study further investigated whether any differences existed between teachers' classroom practices and language ideologies based on self-reported skills in their…
Descriptors: Preschool Teachers, Teacher Attitudes, Beliefs, Language Usage
Constructing My World: A Case Study Examining Emergent Bilingual Multimodal Composing Practices
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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
Effects of Language of Instruction on Learning of Literacy Skills among Pre-Primary School Children from Low-Income Urban Communities in Kenya
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Hungi, Njora; Njagi, Joan; Wekulo, Patricia; Ngware, Moses – Early Childhood Education Journal, 2018
This study investigates the relationship between the language of instruction and learning of literacy skills among pre-primary school children in a multilingual environment. The sample consists of 1867 learners from low-income urban households, attending 147 low-cost private pre-primary schools located in low-income areas of Nairobi, Kenya. About…
Descriptors: Foreign Countries, Preschool Children, Language of Instruction, Literacy Education
An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher-Child Relationship on Second Language Learning
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Gillanders, Cristina – Early Childhood Education Journal, 2007
This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for communicating with and teaching young English language learners. The teacher's classroom practices to enhance her own relationship with the children promoted opportunities for the Latino children to become full participants in…
Descriptors: Second Language Learning, Preschool Education, Hispanic American Students, Preschool Children
Early Childhood Education in India: History, Trends, Issues, and Achievements.
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Pattnaik, Jyotsna – Early Childhood Education Journal, 1996
Presents an overview of childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available, and identifies goals that will shape the future of early childhood programs in that country. Identifies universal education, elevation of teacher status, and preservation of community…
Descriptors: Child Rearing, Early Childhood Education, Educational Change, Educational Development