The Relationship between Parental Literacy Involvement, Socio-economic Status and Reading Literacy – Educational Review

ABSTRACT In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a … [Read More] The Relationship between Parental Literacy Involvement, Socio-economic Status and Reading Literacy – Educational Review

How Effectively does the Full-day, Play-based Kindergarten Programme in Ontario Promote Self-regulation, Literacy, and Numeracy? – Early Child Development And Care

ABSTRACT This study investigated the effectiveness of the Full-Day Early Learning Kindergarten (FDELK) programme, which integrates play-based learning and team teaching, in promoting 32,027 kindergarteners’ self-regulation (SR), literacy, and numeracy outcomes. Outcome measures derived from teacher reports of students’ school readiness in the Early Development Instrument were analysed in separate hierarchical regression analyses that controlled … [Read More] How Effectively does the Full-day, Play-based Kindergarten Programme in Ontario Promote Self-regulation, Literacy, and Numeracy? – Early Child Development And Care

Predicting Children’s Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-general Cognitive Abilities – Frontiers in Psychology

ABSTRACT One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children’s preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and … [Read More] Predicting Children’s Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-general Cognitive Abilities – Frontiers in Psychology

Improving low-income preschoolers’ word and world knowledge: The effects of content-rich instruction – Elementary School Journal

ABSTRACT This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers’ word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17 preschool classrooms and 268 children participated; nine classrooms … [Read More] Improving low-income preschoolers’ word and world knowledge: The effects of content-rich instruction – Elementary School Journal

Kindergartners’ Spontaneous Focusing on Numerosity in Relation to their Number-related Utterances During Numerical Picture Book reading – Mathematical Thinking and Learning

ABSTRACT This study investigated the relationship between kindergartners’ Spontaneous Focusing on Numerosity (SFON) and their number-related utterances during numerical picture book reading. Forty-eight 4- to 5-year-olds were individually interviewed via a SFON Imitation Task and a numerical picture book reading activity. We expected differences in the frequency of number-related utterances during picture book reading between … [Read More] Kindergartners’ Spontaneous Focusing on Numerosity in Relation to their Number-related Utterances During Numerical Picture Book reading – Mathematical Thinking and Learning

Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students – Reading Research Quarterly

ABSTRACT Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4-5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading … [Read More] Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students – Reading Research Quarterly

How Students from Non-English-speaking Backgrounds Learn to Read and Write in Different Ways – The Conversation

Extract from an article by Sally Baker, Research Associate, Centre of Excellence for Equity in Higher Education, University of Newcastle and Georgina Ramsay Assistant researcher, University of Newcastle ­ Educational experience of refugees in Australia We know that the majority of refugees who are resettled in Australia are literate in their own language. Data based on refugees who’ve … [Read More] How Students from Non-English-speaking Backgrounds Learn to Read and Write in Different Ways – The Conversation

Walking the Tightrope: Market drivers versus social responsibility with implications for language, literacy and numeracy, and inclusive teaching

ABSTRACT For the past two years TAFE Queensland Brisbane and one of its amalgamated branches, Metropolitan South Institute of TAFE, have been conducting a collaborative action research project investigating how best to support their very diverse vocational students to successfully complete their studies. This is in a climate of devaluing vocational education, reflected in drastically … [Read More] Walking the Tightrope: Market drivers versus social responsibility with implications for language, literacy and numeracy, and inclusive teaching

A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder – The Journal of Special Education

ABSTRACT A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to systematically review emergent literacy … [Read More] A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder – The Journal of Special Education

Independent contributions of mothers’ and fathers’ language and literacy practices: Associations with children’s kindergarten skills across linguistically diverse households – Early Education and Development

ABSTRACT Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in early development is increasingly emphasized, less is … [Read More] Independent contributions of mothers’ and fathers’ language and literacy practices: Associations with children’s kindergarten skills across linguistically diverse households – Early Education and Development

Home Interaction Program for Parents and Youngsters [HIPPY] – A selection of articles

A Selection of Articles, with links to abstracts and some some text, from a variety of sources Aboriginal Early Childhood Education: Why attendance and true engagement are equally important [PDF] / J Krakouer – 2016 — … Other examples of adapting the ECE system to fit the needs of Aboriginal children include the Home Interaction Program for Parents and … [Read More] Home Interaction Program for Parents and Youngsters [HIPPY] – A selection of articles

The Effects of a Multi-component Intervention on Preschool Children’s Literacy Skills – Topics in Early Childhood Special Education

ABSTRACT This study examined the effects of a multi-component intervention program (i.e., extended instruction and iPad app technology) on preschool children’s vocabulary. Instruction utilizing the intervention program was provided across 6 storybooks, 4 verbs per book, for a total of 24 verbs. Dependent variables included expressive vocabulary, definitions/examples, and generalization. A repeated acquisition (RA) design … [Read More] The Effects of a Multi-component Intervention on Preschool Children’s Literacy Skills – Topics in Early Childhood Special Education

Capacity Building for Parental Engagement in Reading: A Distributed Leadership Approach Between Schools and Indigenous Communities

ABSTRACT This chapter contributes to the intensified focus by government, schools, and communities on building capacity for parental engagement in children’s schooling. More specifically it discusses new ways that schools and Indigenous families and communities might be supported to build sustainable partnerships for such an enterprise: specifically in teaching and supporting children to read Standard … [Read More] Capacity Building for Parental Engagement in Reading: A Distributed Leadership Approach Between Schools and Indigenous Communities

Parents Supporting Learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment – International Journal of Early Years Education

ABSTRACT In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child’s first educator, and finding effective ways to raise the effectiveness of parents in supporting children’s learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is … [Read More] Parents Supporting Learning: A non-intensive intervention supporting literacy and numeracy in the home learning environment – International Journal of Early Years Education

School (Non-)attendance and ‘Mobile Cultures’: Theoretical and empirical insights from Indigenous Australia – Race Ethnicity and Education

ABSTRACT Aboriginal and Torres Strait Islander (Indigenous) Australians are significantly and substantially less likely to be attending school on a given day than their non-Indigenous counterparts. This has been shown to have long-term consequences for the development of the mainstream literacy and numeracy skills associated with formal schooling, as well as later school and employment … [Read More] School (Non-)attendance and ‘Mobile Cultures’: Theoretical and empirical insights from Indigenous Australia – Race Ethnicity and Education

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Posts are for information purposes and do not constitute endorsement by the Brotherhood of St Laurence