scholarly journals Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills

2018 ◽  
Vol 13 (3-2018) ◽  
pp. 337-349
Author(s):  
Maximilian Pfost ◽  
Jana G. Freund
Keyword(s):  
Emergent Literacy ◽  
Short Term Memory ◽  
Literacy Skills ◽  
Home Literacy ◽  
Short Term ◽  
Emergent Literacy Skills ◽  
Literacy Activities ◽  
Technological Developments ◽  
Home Literacy Activities ◽  
Widespread Dissemination

Interactive audio pens – pens that contain a built-in speaker and that can be used in combination with books that are made for this purpose – are new, commercially available technological developments that have found widespread dissemination. In the current paper, we studied the availability and use of these interactive audio pens and their associations with home literacy activities and children’s emergent literacy skills in a sample of 103 German preschool children. We found that the availability of interactive audio pens at home showed small positive relations to children’s verbal short-term memory. Home literacy activities were not correlated to the availability of interactive audio pens. Results are discussed against the background of current research in multimedia storybook reading.

scholarly journals Exploring a refined model of home literacy activities and associations with children’s emergent literacy skills

2019 ◽  
Vol 33 (1) ◽  
pp. 207-238 ◽  
Author(s):  
Eke Krijnen ◽  
Roel van Steensel ◽  
Marieke Meeuwisse ◽  
Joran Jongerling ◽  
Sabine Severiens
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Home Literacy ◽  
Refined Model ◽  
Emergent Literacy Skills ◽  
Literacy Activities ◽  
Home Literacy Activities

Literacy interest, home literacy environment and emergent literacy skills in preschoolers

2018 ◽  
Vol 42 (1) ◽  
pp. 150-161 ◽  
Author(s):  
Julia M. Carroll ◽  
Andrew J. Holliman ◽  
Francesca Weir ◽  
Alison E. Baroody
Keyword(s):  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Emergent Literacy Skills

Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese

2017 ◽  
Vol 41 (1) ◽  
pp. 159-175 ◽  
Author(s):  
Tomohiro Inoue ◽  
George K. Georgiou ◽  
Naoko Muroya ◽  
Hisao Maekawa ◽  
Rauno Parrila
Keyword(s):  
Negative Impact ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Activities ◽  
Home Literacy Activities

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

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