“Read My Story!” Using the Early Authors Program to Promote Early Literacy Among Diverse, Urban Preschool Children in Poverty

Bernhard, Judith K.; Winsler, Adam; Bleiker, Charles; Ginieniewicz, Jorge; Madigan, Amy L.

doi:10.1080/10824660701860458

Cited by 33 publications

(30 citation statements)

References 21 publications

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“…Personalised stories support several literacy skills, promote children's positive attitudes to reading and broaden teachers' views about the role of literacy in children's lives (Bracken, 1982;Allen et al, 2002;Bernhard et al, 2008). When evaluating personalisation in children's stories, it is important to distinguish between customisation and deep personalisation.…”

Section: Plurality Of Identities: Personalised Rfp Engagementmentioning

confidence: 99%

Young children’s reading for pleasure with digital books: six key facets of engagement

Kucirkova

Littleton

Cremin

2016

Cambridge Journal of Education

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Section: Plurality Of Identities: Personalised Rfp Engagementmentioning

confidence: 99%

Young children’s reading for pleasure with digital books: six key facets of engagement

Kucirkova

Littleton

Cremin

2016

Cambridge Journal of Education

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“…In these interventions, selfmade books are employed to promote the use of language of the home and forging stronger links between home and school through the use of books. Importantly, books created by children and parents were found to promote children's language skills and lead to enjoyable and meaningful parent-child shared book reading interactions [32]. However, from a research perspective, what remains unclear is the 'vital factor' which resulted in the very positive parent-child book sharing interactions: is it the empowerment of parents in doing something valuable for their children, which translates into increased motivation to use and engage in these literacy activities?…”

Section: Personally Meaningful Booksmentioning

confidence: 99%

Sharing Personalised Books: A Practical Solution to the Challenges Posed by Home Book Reading Interventions

Kucirkova¹,

Messer²,

Whitelock³

2010

LICEJ

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The proposed project addresses the recently introduced claim that the socio-cultural relevance of parent-child engagement in home book reading needs to be at the heart of new interventions in this area. The rationale for this project was to offer a practical solution to concerns about the challenges posed by traditional shared book reading interventions and about the need to take account of multiple, rapidly changing home learning environments. The proposed project brings together this broad range of issues by evaluating the benefits and effectiveness of an intervention which uses selfmade personalised books, in various formats, languages and forms. As such, the project acknowledges the socio-cultural variety of home learning environments and taps into the motivational issues for parents' (non)participation in traditional early book intervention programmes. In this paper, we identify the project's core principles, concentrating on two major tenets of the study: Firstly, the importance of story book sharing being personally meaningful to both parents and children, and secondly, the socio-cultural and temporal relevance of a home book reading intervention.

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“…We can find personalised stories in self‐made books, and many literacy interventions encourage the creation of self‐made paper‐based books created by parents for their children (e.g. Pakulski and Kaderavek, ), or co‐authored with the children (Bernhard et al, ). In terms of their format, personalised stories can be created with any book‐making resources available (paper, scissors and cardboard) and also electronic media (e.g.…”

Section: Introductionmentioning

confidence: 99%

Sharing personalised stories on iPads: a close look at one parent–child interaction

Kucirkova¹,

Messer²,

Sheehy³

et al. 2013

Literacy

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Little is known about how specific iPad applications affect parent-child story-sharing interactions. This study utilises a case-study approach to provide an insight into the patterns of interaction, which emerge when a mother and her 33-month-old daughter share a self-created, audio-visual 'iPad story'. Multimodal analysis allowed us to gain insights into the complex interaction patterns orchestrated in this new, personalised story-sharing medium. We found that the app-mediated story-sharing context produced a harmonious and smooth interaction, achieving a coherence that is typical of 'happy' oral stories. We suggest that the observed interaction resembles that of experiencing a piece of art, and we highlight the need for a holistic approach to understanding the implications for research and practice of children's interactions during multimedia story sharing.

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“Read My Story!” Using the Early Authors Program to Promote Early Literacy Among Diverse, Urban Preschool Children in Poverty

Cited by 33 publications

References 21 publications

Young children’s reading for pleasure with digital books: six key facets of engagement

Young children’s reading for pleasure with digital books: six key facets of engagement

Sharing Personalised Books: A Practical Solution to the Challenges Posed by Home Book Reading Interventions

Sharing personalised stories on iPads: a close look at one parent–child interaction

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