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Mesmer, Heidi Anne – Literacy Research and Instruction, 2018
This study examined the quality of books, the quality of read-alouds, and children's voluntary interactions with books in childcare centers serving low-income 3-year-olds (N = 30). Although a large percentage of centers had book areas, the features of book areas differed. The highest percentage of books was highly recommended and appropriate (39%)…
Descriptors: Reading Aloud to Others, Comparative Analysis, Trend Analysis, Preschool Children
Bingham, Gary E.; Venuto, Nicole; Carey, Mary; Moore, Christi – Early Childhood Education Journal, 2018
This article addresses the importance and benefits of integrating informational texts into read alouds in preschool classrooms through an instructional approach entitled REAL Time. Teachers use the REAL Time framework to pair complex storybooks with one or more informational texts in order to develop children's understanding of key vocabulary and…
Descriptors: Preschool Education, Picture Books, Nonfiction, Reading Aloud to Others
Davis, Andréa K.; Bowman, Natalie; Kaushanskaya, Margarita – Journal of Research in Reading, 2018
Background: The goal of this study was to examine the effect of cognates on Spanish-English bilingual children's English reading fluency. Because cognates lead to higher levels of non-target language activation, we hypothesised that the presence of cognates would result in reduced reading fluency for bilingual children. Methods: Monolingual…
Descriptors: Bilingualism, Spanish, English, Reading Fluency
Kim, So Yeon; Rispoli, Mandy; Lory, Catharine; Gregori, Emily; Brodhead, Matthew T. – Journal of Autism and Developmental Disorders, 2018
The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention…
Descriptors: Autism, Pervasive Developmental Disorders, Reading Aloud to Others, Reading Instruction
Myers, Jacqueline M.; Ankrum, Julie W. – Early Childhood Education Journal, 2018
Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306-317, 2011). Effective explicit instruction often includes high…
Descriptors: Case Studies, Vocabulary Development, Teaching Methods, Speech Impairments
D'Agostino, Sophia R.; Dueñas, Ana D.; Plavnick, Joshua B. – Topics in Early Childhood Special Education, 2020
Children with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted…
Descriptors: Reading Aloud to Others, Autism, Pervasive Developmental Disorders, Early Intervention
Cheng, Kun-Hung; Tsai, Chin-Chung – British Journal of Educational Technology, 2016
Following a previous study (Cheng & Tsai, 2014. "Computers & Education"), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity…
Descriptors: Computer Simulation, Parents, Parent Attitudes, Picture Books
Marquez, Gloria Rubio; Colby, Sherri Rae – Journal of Ethnographic & Qualitative Research, 2021
The purpose of the present case study was to explore fourth-grade dual language learners' interactions with culturally relevant children's literature. The present study involved observations of six second- and third-generation immigrant students participating in read-aloud sessions with the teacher reading the text and the students responding…
Descriptors: Learner Engagement, Culturally Relevant Education, Cultural Awareness, Consciousness Raising
Enriquez, Grace; Clark, Summer R.; Della Calce, Jessica – Reading Teacher, 2017
This article describes a kindergarten teacher's incorporation of children's literature for dynamic learning frame, growth mind-set, and social justice development into her classroom literacy instruction. The authors first compare a dynamic learning frame with a growth mind-set, explaining their use of the former because of its consideration for…
Descriptors: Teaching Methods, Childrens Literature, Kindergarten, Social Justice
Abu-Zhaya, Rana; Seidl, Amanda; Cristia, Alejandrina – Journal of Child Language, 2017
Both touch and speech independently have been shown to play an important role in infant development. However, little is known about how they may be combined in the input to the child. We examined the use of touch and speech together by having mothers read their 5-month-olds books about body parts and animals. Results suggest that speech+touch…
Descriptors: Infants, Child Development, Tactual Perception, Reading Aloud to Others
Brodin, Jane; Renblad, Karin – Early Child Development and Care, 2020
Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children's communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573…
Descriptors: Language Skills, Skill Development, Speech Communication, Story Telling
Schwarz, Amy Louise; Guajardo, Jennifer; Hart, Rebecca – Deafness & Education International, 2020
Deaf and hard-of-hearing (DHH) literature, including the reading behaviour of Deaf adults, suggests that Teachers of the deaf (TODs) read different amounts of text during read alouds to DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), only spoken English (speech),…
Descriptors: Communication Strategies, Deafness, Hearing Impairments, Books
Scott, Amy; McNeill, Brigid; van Bysterveldt, Anne – Child Language Teaching and Therapy, 2020
This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could…
Descriptors: Mothers, Early Parenthood, Program Effectiveness, Emergent Literacy
Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne – Cognitive Science, 2018
The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…
Descriptors: Computation, Models, Independent Study, Reading
Isaac, Elaine – ProQuest LLC, 2018
The effective delivery of interactive read-alouds to young children fosters language and literacy development. Such development is attainable only when students can read proficiently and on grade level, starting from pre-k and kindergarten. The effectiveness of read-alouds is highly dependent on how teachers interact with their students during the…
Descriptors: Reading Aloud to Others, Reading Instruction, Instructional Effectiveness, Barriers