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Pace Miles, Katharine; Fletcher, Andrew – Journal of Research in Childhood Education, 2023
This article details a large-scale tutor-to-teacher pipeline created in the midst of the COVID-19 pandemic. The program addressed two vital needs: 1) improving outcomes for striving readers in high-needs communities, and 2) improving teacher training in both evidence- and research-based instruction. Across school year (SY) 2020-2021 and 2021-2022,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Evidence Based Practice, Tutoring
Majorano, Marinella; Bastianello, Tamara; Florit, Elena; Lavelli, Manuela; Bertelli, Beatrice; Ferrari, Rachele – Journal of Research in Childhood Education, 2023
Studies have reported the importance of intervention programs to support early literacy in preschool. However, very few studies have tested the efficacy of intervention programs based on the syllabic method. This study aims to evaluate the effectiveness of a novel computer-based program based on the syllabic method for preschoolers (the Simo-syl…
Descriptors: Intervention, Syllables, Teaching Methods, Emergent Literacy
Tandika, Pambas Basil – Journal of Research in Childhood Education, 2022
The purpose of this qualitative study was to describe how pre-primary teachers use instructional materials to equip children with skills requisite for surviving and competing in the 21st century, particularly in the developing world's context. The phenomenography study design used purposive sampling to select 24 pre-primary teachers in six…
Descriptors: Instructional Materials, Skill Development, 21st Century Skills, Preschool Children
Lucas, Carmen; Hood, Philip; Coyle, Doreen – Journal of Research in Childhood Education, 2021
The debate over an optimal age for learning a second language has been active for decades and includes dispute about whether learning derives mainly from nature or nurture. This article explores to what extent exposing native Portuguese preschool children (3-5 years old) to a specific pedagogic approach for learning English is effective in…
Descriptors: Emergent Literacy, Preschool Children, Second Language Learning, Second Language Instruction
Wood, Katherine R.; Wood, Eileen; Gottardo, Alexandra; Archer, Karin; Savage, Robert; Piquette, Noëlla – Journal of Research in Childhood Education, 2021
This study provided workshops for parents on either early literacy or socio-emotional learning to examine the impact on their children's reading and social skills development (n = 576 parents; n = 584 children). Parents of kindergartners were offered interactive workshops designed to help them identify everyday opportunities to support reading…
Descriptors: Kindergarten, Workshops, Parent Education, Emergent Literacy
Soltero-González, Lucinda; Butvilofsky, Sandra – Journal of Research in Childhood Education, 2020
Using a psycholinguistic and a holistic bilingual perspective, this study examined the writing conceptualization progressions in Spanish and English of 16 simultaneous bilinguals from preschool through kindergarten. The children were enrolled in a bilingual early childhood program where literacy instruction was primarily in Spanish. We adapted a…
Descriptors: Emergent Literacy, Psycholinguistics, Bilingualism, Spanish
Zhang, Chenyi; Dobbs-Oates, Jennifer – Journal of Research in Childhood Education, 2019
This study used data from Early Childhood Longitudinal Study -- Birth Cohort (ECLS-B) and examined the relations between children's Head Start exposure and their early academic skills (i.e., language, literacy, and math skills) in the United States. Two groups of children who shared similar socio-economic status and disability status but received…
Descriptors: Children, Longitudinal Studies, Surveys, Federal Programs
Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit – Journal of Research in Childhood Education, 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading
Lenhart, Lisa A.; Roskos, Kathleen A.; Brueck, Jeremy; Liang, Xin – Journal of Research in Childhood Education, 2019
Increasing young children's vocabulary remains one of the most challenging areas of early literacy instruction. Progress has been made in identifying techniques that, while often complex, work to implement routinely. This study examines the effects of an easy-to-implement technique, say-tell-do-play (STDP), that integrates proven "active…
Descriptors: Vocabulary Development, Direct Instruction, Teaching Methods, Emergent Literacy
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
Mano, Quintino R.; Kloos, Heidi – Journal of Research in Childhood Education, 2018
When learning to read, the developing mind is likely to cluster letters into frequency-based chunks. In the current study, the authors investigated the extent to which such chunking takes place among preschoolers (N = 54) by examining the association between sensitivity to subword orthographic regularity and preschooler age. A version of the…
Descriptors: Emergent Literacy, Preschool Children, Age Differences, Orthographic Symbols
Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica – Journal of Research in Childhood Education, 2018
Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…
Descriptors: Kindergarten, Literacy, Integrated Curriculum, Play
Roskos, Kathleen A.; Sullivan, Shannon; Simpson, Danielle; Zuzolo, Nicole – Journal of Research in Childhood Education, 2016
Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children's opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15…
Descriptors: Electronic Publishing, Books, Emergent Literacy, Value Added Models
Evans, Walter; Harris, Paulette; Sethuraman, Sankara; Thiruvaiyaru, Dharma; Pendergraft, Elizabeth; Cliett, Karen; Cato, Valerie – Journal of Research in Childhood Education, 2016
An innovative DVD of classic nursery rhymes and stories empowered at-risk kindergarten children to control in the home when and how much they listen, promoting better listening, reading, and overall literacy comprehension skills. Coupled with modest teacher training, and limited use in the classroom, the DVD generated dramatic vocabulary growth in…
Descriptors: Young Children, Poverty, Family Environment, Reading Habits
Brown, Sally – Journal of Research in Childhood Education, 2016
This year-long qualitative study draws from multimodal theory and New Literacies Studies to document the digital literacy experiences of a diverse group of 2nd-graders using e-readers. Twenty-first century classrooms must expand traditional notions of literacy to prepare students for the ever-changing, media-rich world. Students participated in…
Descriptors: Grade 2, Electronic Learning, Handheld Devices, Picture Books