Kindergarten principals' ethical leadership, preschool teachers' perceived organizational support, voice behavior, and work engagement are important components that promote high-quality development in kindergartens. In order to understand the relationship between the four variables, this study conducted an online survey of 819 preschool teachers.…

There is growing theoretical and empirical consensus for a role of awareness of suprasegmental phonology, also known as prosody, or the rhythmic elements of speech, in reading comprehension. Here we explore a potential mechanism by which this relation functions: awareness of how punctuation reflects prosody, for instance appreciating that a period…

Background: We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare…

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…

Purpose: The study aimed to examine whether oral reading prosody--the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud--predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades…

This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English…

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…

This article builds on evidence-based teaching strategies to support a learning experience for third-grade students that integrates language and music. In the language-learning field, "prosody" refers to changes in volume, rhythm, and pitch that add expression and meaning when reading text aloud. When students incorporate prosodic…

Background: Prosodic reading is one of the steps needed to achieve reading fluency. It is already known that English children develop their reading prosody from the earliest grades of primary school, showing the greatest improvement between first and second grade, but there are no Spanish studies of the development of reading prosody in the first…

Language classroom interactions can be characterized as multimodal, since teachers may resort to a variety of resources provided by their body or by their immediate space in order to convey meaning, manage activities and assess pupils' performances. Furthermore, teachers' multimodal practices constitute an essential component for the…

The present study aimed to examine the contributions of two separate Pinyin skills and oral vocabulary to Chinese word reading of 70 third graders in a U.S. Mandarin Immersion program where Pinyin was introduced at Grade 3. Hierarchical regression analyses showed that Pinyin initial-final spelling--the skill to spell Chinese syllables using Pinyin…

Prosody is evaluated as an important factor in fluent reading, and in literature it is expressed as a significant reading skill that affects comprehension. Prosody--described as a fluent reading ability of a reader with suitable sentences and expressions--includes stress, intonation, duration (time passed on voicing a word) and pausing properties…

Increasingly, teacher educators are required to prepare teachers for students in mainstream classrooms who are more culturally and linguistically diverse than ever before. Yet, calls for teacher educators to model enactments of curriculum and instruction concerning diversity expected of prospective teachers in U.S. K-12 classrooms have resulted in…

Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic…

This dissertation research is a longitudinal classroom ethnography in a second-grade classroom in a public Northeastern suburban school. It is a story of surprise for me as researcher, as I discover the multiplicity of how engagement can be conceptualized in this English-medium classroom with emergent bi/multilingual children. As tensions flowed…