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Schwarz, Amy Louise; Jurica, Meagan; Matson, Charlsa; Stiller, Rachel; Webb-Culver, Taylor; Abdi, Hervé – Deafness & Education International, 2020
For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select…
Descriptors: Reading Material Selection, Selection Criteria, Students with Disabilities, Deafness
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Bosma, Evelyn; Blom, Elma – Journal of Child Language, 2020
Previous research has shown that in a minority-majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home.…
Descriptors: Foreign Countries, Language Minorities, Vocabulary Development, Grammar
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Stewart, Sandra Lilian; Modiba, Maropeng – Journal of Interdisciplinary Studies in Education, 2019
In this paper the authors report on a literacy development intervention in a state, primary farm school in Kwa-Zulu Natal (KZN), South Africa. Volunteers, who named themselves the "Reading Grannies" were invited by the principal and teachers to model reading in English to learners and teachers who were non-primary speakers of English.…
Descriptors: Modeling (Psychology), Reading Instruction, Literacy Education, Intervention
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Kearns, Devin M.; Al Ghanem, Reem – Journal of Educational Psychology, 2019
In an effort to improve oral reading, beginning and remedial reading programs in English focus on phonological awareness skills and recoding with grapheme--phoneme correspondences. The meanings of the words children practice reading aloud are given little emphasis. Some studies now suggest semantic knowledge may have a direct effect on children's…
Descriptors: Children, Semantics, Reading Aloud to Others, Oral Reading
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Spiel, Craig; Evans, Steven W.; Harrison, Judith R. – Journal of Applied School Psychology, 2019
The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost…
Descriptors: Standardized Tests, Reading Aloud to Others, Oral Reading, Academic Accommodations (Disabilities)
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Gardner-Neblett, Nicole; Holochwost, Steven J.; Gallagher, Kathleen Cranley; Iruka, Iheoma U.; Odom, Samuel L.; Bruno, Elizabeth Pungello – Child & Youth Care Forum, 2017
Background: Although shared book reading is seen as an effective way to support children's early literacy and language development, less is known about the factors associated with toddlers' engagement with books. Objective: The goal of the current study was to examine younger and older toddlers' engagement with books during one-on-one reading with…
Descriptors: Books, Childrens Literature, Toddlers, Emergent Literacy
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Saracho, Olivia N. – Early Child Development and Care, 2017
Parents engage in joint story book sharing where adults read an appropriate text to children, usually in the home environment. Story book sharing promotes the young children's development of receptive and expressive language abilities as well as their emerging early literacy abilities, which have an effect on the children's success in school-based…
Descriptors: Story Reading, Reading Aloud to Others, Parents, Young Children
Doran-Myers, Miranda – Library Research Service, 2017
Since 1999, the Read to the Children (RTC) program has allowed offenders in Colorado's state prisons to send young family members a book accompanied by a recording of the offender reading it. RTC is a collaboration between the Colorado State Library and the Colorado Department of Corrections. In the past year, around 1,900 offenders and 3,200…
Descriptors: Family Literacy, Institutionalized Persons, Correctional Institutions, Reading Programs
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Yu, Xia; Liu, Chengyu – Language Learning Journal, 2021
Although much has been discussed about the use of reading aloud (RA) outside China, it has been one of the least investigated learning/teaching behaviours in ELT in China. The paper reports the results of a series of semi-structured interviews, in which learners and teachers were invited to identify the reasons and problems in the use of RA in…
Descriptors: Reading Aloud to Others, English (Second Language), Second Language Instruction, Second Language Learning
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Leighton, Christine M.; Ford-Connors, Evelyn; Proctor, C. Patrick; Wyatt, Jennifer – Reading Psychology, 2021
This article explores how a second-grade teacher's strategic talk moves supported her multilingual students, many of whom were designated as English Learners (ELs), to engage with complex content using purposeful, authentic communication during a 14-week read-aloud unit focused on historical changemakers. Collaborative coding of whole-class and…
Descriptors: Teacher Student Relationship, Multilingualism, English Language Learners, Grade 2
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Susan B. Neuman; Katie Danielson – Early Education and Development, 2021
Research Findings: This study examines the complexities of enacting an explicit content-rich curriculum in a large urban school district. Thirty-six teachers from 12 elementary schools, preK through Grade 1 were recruited to teach the "World of Words," an integrated science and literacy supplementary curriculum. Prior to the start of the…
Descriptors: Curriculum Implementation, Integrated Curriculum, Content Area Reading, Elementary School Science
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Waugh, Kayla – BU Journal of Graduate Studies in Education, 2018
Reading comprehension is a fundamental skill that all individuals should have. A foundation of reading set in children's early years is integral to proper growth and development. Parents or guardians should spend quality time reading to their children at home prior to children attending school. Teachers should construct language arts programs,…
Descriptors: Reading Comprehension, Independent Reading, Parent Participation, Parents as Teachers
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Rogers, Rebecca; Labadie, Meredith – Journal of Early Childhood Literacy, 2018
Literacy researchers often include young children in the research process. Yet discussions about the complexities of gaining and keeping assent are often missing in research reports. In this paper, we report on our attempts to make the assent process, a typical requirement for Institutional Review Boards, an educative experience for children in a…
Descriptors: Critical Literacy, Young Children, Educational Research, Kindergarten
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Kang, Grace Y. – Reading Teacher, 2018
This teaching tip showcases instructional strategies and scaffolds from an out-of-school digital writing camp. Often, teachers may be hesitant to incorporate digital tools into their literacy instruction for various reasons (e.g., scripted curriculum, fear and uncertainty of digital tools, lack of experience and knowledge with technology), yet it…
Descriptors: Teaching Methods, Scaffolding (Teaching Technique), Literacy Education, Educational Technology
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Kaefer, Tanya – AERA Online Paper Repository, 2018
Previous research suggests that activating background knowledge immediately prior to read-alouds in Kindergarten is an important strategy for improving children's learning (e.g. Cervetti & Hiebert, 2015). But, because children's background knowledge varies considerably at the individual level, teachers are also often providing relevant…
Descriptors: Prereading Experience, Reading Comprehension, Story Reading, Kindergarten
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