scholarly journals A Look at Chinese Parents’ Literacy Practices and Their Preschool Children’s Literacy Experiences

2019 ◽  
Vol 10 (09) ◽  
pp. 2013-2027
Author(s):  
Roseanne L. Flores
Keyword(s):  
Literacy Practices ◽  
Literacy Experiences ◽  
Chinese Parents ◽  
Children's Literacy

scholarly journals Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cléa Girard ◽  
Thomas Bastelica ◽  
Jessica Léone ◽  
Justine Epinat-Duclos ◽  
Léa Longo ◽  
...  
Keyword(s):  
Literacy Practices ◽  
Brain Activity ◽  
Literacy Skills ◽  
Neural Adaptation ◽  
Home Literacy ◽  
Literacy Experiences ◽  
Word Level ◽  
Left Posterior ◽  
Home Literacy Practices ◽  
Children's Literacy

AbstractPrevious studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children’s literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading. In the present study, we asked parents of French children from various socioeconomic backgrounds (n = 66; 8.46 ± 0.36 years, range 7.52–9.22; 20 girls) to report the frequency of home literacy practices. Neural adaptation to the repetition of printed words was then measured using functional magnetic resonance imaging (fMRI) in a subset of these children (n = 44; 8.49 ± 0.33 years, range 8.02–9.14; 13 girls), thereby assessing how sensitive was the brain to the repeated presentation of these words. We found that more frequent home literacy practices were associated with enhanced word adaptation in the left posterior inferior frontal sulcus (r = 0.32). We also found that the frequency of home literacy practices was associated with children’s vocabulary skill (r = 0.25), which itself influenced the relation between home literacy practices and neural adaptation to words. Finally, none of these effects were observed in a digit adaptation task, highlighting their specificity to word recognition. These findings are consistent with a model positing that home literacy experiences may improve children’s vocabulary skill, which in turn may influence the neural mechanisms supporting word-level reading.

Analyzing Burmese refugee children’s multimodal work

2020 ◽  
pp. 1-23
Author(s):  
Aijuan Cun
Keyword(s):  
United States ◽  
Literacy Practices ◽  
The United States ◽  
Refugee Children ◽  
Refugee Families ◽  
Video Recordings ◽  
Family Beliefs ◽  
Children's Literacy ◽  
Past Experiences ◽  
Family Literacy Practices

Abstract Researchers have investigated how family literacy practices can effectively support children’s literacy development in school. However, few studies have explored the lived experiences of Burmese refugee families in the United States. Utilizing a social semiotics multimodal perspective, this qualitative study examines how two Burmese refugee children made meaning by blending different modes. The data sources include video recordings, artifacts, and interviews. The findings illustrate three major themes that span time and space: family past experiences across global contexts, representation of current life experiences in the United States, and family beliefs carried across global contexts and Gawa’s dream for the future. The findings also show that the participants drew upon multimodal semiotic resources to create and share family storybooks. Implications include the importance of integrating multimodal perspectives into classroom learning and the possibilities of bridging home and school literacy.

scholarly journals Dispositions for Inclusive Literacy: Fostering an Equitable and Empowering Education for Academically Diverse Learners

2019 ◽  
Vol 8 (3) ◽  
pp. 111
Author(s):  
Kristina M. Valtierra ◽  
Lesley N. Siegel
Keyword(s):  
Students With Disabilities ◽  
Struggling Readers ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Diverse Learners ◽  
Methods Course ◽  
Literacy Experiences ◽  
Teacher Disposition ◽  
Study Approach ◽  
Qualitative Thematic Analysis

This article offers teacher educators’ practical methods for, and shares findings from a study of, developing teachercandidate dispositions for inclusive literacy. Based on the extensive teacher disposition literature, the authors discernthat dispositions for inclusive literacy include the belief that all students have valid ways of being literate; the valueof inclusive literacy experiences for all students; and an attitude that all students should be participants in meaningfulliteracy experiences. Using a within-site case study approach, qualitative thematic analysis of three assignments usedin a literacy teaching methods course suggest that it is possible to shift narrow dispositions to broader and moreinclusive conceptualizations that support struggling readers and students with disabilities in the general educationclassroom. Conclusions suggest that dispositional development toward inclusive literacy can support teachercandidates’ implementation of inclusive literacy practices; thus, fostering an equitable and empowering education foracademically diverse learners.

Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills

2017 ◽  
Vol 52 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Lori E. Skibbe ◽  
Dorit Aram
Keyword(s):  
Cerebral Palsy ◽  
Early Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Literacy Activities ◽  
Children's Writing ◽  
Children's Literacy ◽  
Letter Sound ◽  
Writing Activity

Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children’s writing errors, and frequently provided physical supports to children during the writing activity. Mothers’ reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children’s literacy skills. Findings suggest that mothers can bolster their children’s literacy skills through carefully orchestrated writing activities when children have CP.

scholarly journals Early years teachers and digital literacies: Navigating a kaleidoscope of discourses

2019 ◽  
Vol 25 (4) ◽  
pp. 2415-2426
Author(s):  
Karen Daniels ◽  
Kim Bower ◽  
Cathy Burnett ◽  
Hugh Escott ◽  
Amanda Hatton ◽  
...  
Keyword(s):  
Young Children ◽  
Digital Technology ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Developed Countries ◽  
Structured Interview ◽  
Early Years ◽  
Digital Literacies ◽  
Children's Literacy

AbstractFor many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children’s use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children’s use of digital technology where this relates directly to children’s literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.

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