scholarly journals Research Roundup: Resources on Play

2019 ◽  
Vol 17 (2) ◽  
pp. 38
Author(s):  
Betsy Diamant-Cohen ◽  
Katie Scherrer
Keyword(s):  
Early Literacy ◽  
Literacy Practices ◽  
Five Practices

We have all heard the phrase “play is a child’s work” but how can we convince parents that play should be a meaningful part of their child’s routine?Play, with its inclusion as one of the critical early literacy practices advocated by the Every Child Ready to Read (ECRR) initiative, may be the hardest sell of the five practices to parents, educators, and even administrators. It may be seen as optional or extra, something to be done after the child has spent time “learning” if there is time.

scholarly journals Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana

2015 ◽  
Vol 7 (3) ◽  
pp. 31
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Parental Involvement ◽  
Early Literacy ◽  
Parental Support ◽  
Parental Education ◽  
Literacy Practices ◽  
Educational Achievement ◽  
Critical Factor ◽  
Educational Background ◽  
Literacy Skills ◽  
Early Academic Achievement

<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is<br />found to be the number one critical factor contributing positively to language and emergent<br />literacy. Home reading activities in which parents are involved significantly influence<br />achievements in reading as well as in language comprehension and expressive language skills.<br />This report also points to possible link between educational background of parents and<br />children’s reading achievement at the pre-school: the higher the parental education background,<br />the higher the level of home involvement predicting children’s early achievement in literacy<br />skills.</p>

scholarly journals Early Literacy Practices go Digital

2013 ◽  
Vol 4 (2) ◽  
pp. 1096-1104 ◽  
Author(s):  
Eva Hultin ◽  
Maria Westman
Keyword(s):  
Early Literacy ◽  
Literacy Practices

Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

2009 ◽  
Vol 10 (3) ◽  
pp. 218-231 ◽  
Author(s):  
Tamara Glupczynski Spencer
Keyword(s):  
New York ◽  
New York City ◽  
Early Literacy ◽  
Literacy Practices ◽  
High Stakes Testing ◽  
Literacy Curriculum ◽  
High Stakes ◽  
School Based ◽  
Using Data ◽  
Reading First Initiative

In this article, the author explores the implementation of the K-3 Reading First initiative and its recommendation for scientifically based reading curricula. During a time of high-stakes testing and accountability, this policy has emphasized a skills-based approach to reading and placed importance on scripted teaching models. Using data from a qualitative study in a public school in New York City, the author draws on the experiences of one young child to see how the standardization of early literacy curriculum shaped his school-based literacy practices.

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.

Myths of Illiteracy

1999 ◽  
Vol 2 (1) ◽  
pp. 89-111 ◽  
Author(s):  
Eve Gregory
Keyword(s):  
Early Literacy ◽  
20Th Century ◽  
Literacy Practices ◽  
Community Literacy ◽  
Low Literacy ◽  
Late 20Th Century ◽  
Children's Reading ◽  
Essential Prerequisite ◽  
Popular Image ◽  
Children’S Reading

In late 20th century Britain, a paradigm of early literacy prevails within which the home "story-reading" experience — providing "enjoyment", "pleasure, " or "fun" to parent and child — is seen as an essential prerequisite for later school success. When children's reading expeňences do not fall within this paradigm, their knowledge about literacy remains invisible in the classroom. However, the findings in this paper belie the popular image that equates economic poverty with low literacy interests and achievement. The paper shows that, throughout the 20th century, the East London neighbourhood of Spitalfields has maintained a rich literacy on family and community levels. It argues that these literacy activities, although unrecognised by the school, act as important supports for the achievement of school literacy. The paper thus contributes to the theoretical debate on the role played by "unofficial" home and community literacy practices on children's reading development in school.

scholarly journals Every Child Ready to Read: Ringing Out for Early Literacy Using the Bell Awards to Support ECRR at Your Library

2016 ◽  
Vol 14 (4) ◽  
pp. 36
Author(s):  
Melissa Depper
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Picture Book ◽  
Advisory Group ◽  
Five Practices ◽  
State Library ◽  
Parents And Caregivers

One of the strengths of the Every Child Ready to Read five practices—read, write, sing, talk, and play—is that they are foundational components of early childhood library programs and services, and provide ready-made opportunities for engaging parents and caregivers in conversation about their children’s learning.The five practices also served as inspiration for the Bell Picture Book Awards for Early Literacy, a project of Colorado Libraries for Early Literacy, an advisory group to the Colorado State Library.

scholarly journals Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

2021 ◽  
Vol 23 (3) ◽  
pp. 106-129
Author(s):  
Laura Teichert ◽  
Jim Anderson ◽  
Ann Anderson ◽  
Jan Hare ◽  
Marianne McTavish
Keyword(s):  
Early Literacy ◽  
Digital Technology ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Popular Media ◽  
Literacy Practice ◽  
Proper Place ◽  
Mixed Messages ◽  
Digital Engagement

This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.

Bringing ethnography to a multimodal investigation of early literacy in a digital age

2011 ◽  
Vol 11 (3) ◽  
pp. 293-310 ◽  
Author(s):  
Rosie Flewitt
Keyword(s):  
Early Literacy ◽  
Digital Media ◽  
Case Studies ◽  
Literacy Development ◽  
Social Practice ◽  
Literacy Practices ◽  
Digital Age ◽  
Early Literacy Development ◽  
Semiotic Approach ◽  
Literacy As Social Practice

In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).

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