Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills

Baroody, Alison E.; Diamond, Karen E.

doi:10.1177/1476718x14529280

Cited by 58 publications

(46 citation statements)

References 48 publications

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“…1 , some studies report findings from strictly cross-sectional data, obtaining associations at only a single time point. In a study by Baroody and Diamond ( 2016 ), literacy interest, as rated by the students’ teachers, was not associated with early reading skills in a sample of 167 5-year-olds. This is in line with findings reported by Walgermo, Frijters and Solheim ( 2018 ) that indicate no associations between children’s literacy interest and reading skills in the first weeks of formal schooling.…”

Section: Introductionmentioning

confidence: 89%

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

et al. 2018

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Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.

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Section: Introductionmentioning

confidence: 89%

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

et al. 2018

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“…Moreover, some researchers have recommended that interest and engagement in literacy activities are crucial factors in early reading skills’ development (Bracken & Fischel, ; Gambrell & Gillis, ). When children take an interest and engage during reading activity, they have more opportunities to practice early reading skills (Baroody & Diamond, ). AR capitalizes on that enjoyment by creating a magical feeling for children and providing attractive learning experiences.…”

Section: Introductionmentioning

confidence: 99%

Are augmented reality picture books magic or real for preschool children aged five to six?

Yılmaz

Küçük²,

Göktaş³

2016

Brit J Educational Tech

100

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The aim of this study is to determine preschool children's attitudes towards augmented reality picture books (ARPB), their story comprehension performance (SCP) and the relationships between these variables. The sample consisted of 92 five-and six-year-olds (49 boys, 43 girls). An attitude form, story comprehension test and interview form were used as data collection tools. Most of the children reported feeling "very happy" with the activity and enjoyed using the ARPB, which they found interesting and fun. The children also delivered strong story SCP. Their happiness was found to affect their SCP, while their enjoyment did not. ARPB are attractive and evocative for children, who perceive them as magic and more enjoyable than conventional books. This study demonstrates how they can be used as effective educational tools to improve preschool children's cognition and listening skills. IntroductionTechnology is developing at a rapid pace that has dramatically affected education. With one new technology used in education, augmented reality (AR), students interact with virtual and real worlds in real time (Azuma, 1997(Azuma, , 2004. As the educational potential of AR technology is beginning to be researched, numerous applications are being designed. One of the most wellknown AR educational applications is the MagicBook (Billinghurst, Kato, & Poupyrev, 2001). The MagicBook looks like a normal book, but AR markers are included in the interface. Users look at pictures, turn pages and read text without any external technology. With AR displays, however, users can view multimedia materials such as three-dimensional (3D) virtual models or videos and manipulate virtual objects using real physical markers and natural motions (Billinghurst et al., 2001). This interaction is an interesting way to bridge real and virtual worlds. Physical objects provide natural interactions compared with traditional computer input devices (Bujak et al., 2013). Further, the appearance of 3D objects on the pages creates a magical feeling that captures and keeps the attention of students during learning. The creation of these books is cost-effective and simple, requiring only proper AR software and a webcam-enabled PC

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“…In contrast, the other two teachers in Montessori have limited time to do that so mostly they worked in large groups. However, Baroody and Diamond (2016) emphasize that "preschoolers aged 3 to 5 years are usually required to participate in a group time activity (i.e. an activity that is initiated and led by the teacher and that involves at least half of the children in the class, such as calendar time or whole-class book reading)" (p. 149).…”

Section: Discussionmentioning

confidence: 99%

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

Asmawi¹,

SeyedHendi²

2016

AES

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The practices preschool teachers implement in their classrooms are vital in their students' literacy development. Preschool teachers are always expected to implement research-based literacy practices to make sure children are ready to learn when they enter school. This multiple-case study intended to address four non-native in-service preschool English teachers' practices in early literacy instruction. Data collection involved field notes and videotaping of classroom practices along with interviews and documents from ten full English lesson observations in each classroom. Data analysis began with identifying teachers' practices. A cross case analysis was also conducted. The results showed that even when four teachers were in the same school district, using different curriculum, and supported by the different principal, each interpreted and enacted literacy policy differently. The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals perceived that they were effectively applying early English literacy instruction, there was actually a divide between what teachers believed and what they implemented (their actual practice) in their classrooms. Besides, there was not enough interaction between teacher and children. However, the four preschool teachers mentioned in their interviews that they would like to be friends with their students.

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Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills

Cited by 58 publications

References 48 publications

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

Are augmented reality picture books magic or real for preschool children aged five to six?

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

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