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Direct linkSilke Vanparys; Eline Decraene; Hilde Van Keer – Early Childhood Education Journal, 2025
Interactive book reading (IBR) as a context for vocabulary learning is studied widely in preschool children and kindergarteners. In the present study, we elaborate on this prior research by investigating the effects of a five-week IBR intervention on first graders' expressive target vocabulary growth. A repeated measures design with two…
Descriptors: Foreign Countries, Early Childhood Education, Grade 1, Intervention
Tugba Bas; Nergiz Teke; Gökçe Karaman Benli – Early Child Development and Care, 2025
This research aims to investigate the impact of an early literacy programme called 'Dialog, Play and Tell--Early Literacy Skills Support Practices with Mother Involvement (DPT-ELP)' on the early literacy skills of socio-economically disadvantaged children. An interventional mixed research design was implemented with 13 children attending municipal…
Descriptors: Emergent Literacy, Skill Development, Parent Participation, Mothers
Noella Mackenzie – Qualitative Research Journal, 2025
Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the…
Descriptors: Elementary School Students, Elementary School Teachers, Beginning Reading, Independent Reading
