Striking a Balance: A Comprehensive Approach to Early Literacy

Cecil, Nancy Lee; Lozano, Albert S.; Chaplin, Mae

doi:10.4324/9781315211527

Cited by 3 publications

(4 citation statements)

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“…Without that, then they're just always stuck.'' All of these teachers recognized the importance of giving time for free personal expressive writing that will not be critiqued (Cecil 2003). This belief was also apparent in teachers' responses on the survey on which they indicated the degree on a scale of 1-5 how much they valued various student writing experiences: An average value score of 4.4 for ''daily writing,'' 4.0 for ''student-choice writing,'' and 4.6 for ''personal writing.''…”

Section: Beliefs and Dispositionsmentioning

confidence: 98%

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth

Wimmer

Wilcox

et al. 2016

Early Childhood Educ J

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Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional practices that align with how early writing skills develop in young children. To this end, early childhood teachers and teacher educators can benefit from an enhanced understanding of the writing instructional practices teachers have engaged in and the associated challenges they have experienced as they respond to the expectation to increase writing experiences in their classrooms. Thus the purpose of this study was to examine how five K-2 teachers perceived, implemented, and reflected on writing instruction in their classrooms. Using a case study design, researchers examined interview, survey, and observational data, resulting in an in-depth description and analysis of the writing instructional experiences of these five teachers. Qualitative analyses identified two meta-themes related to writing instruction: opportunities and obstacles. Implications for K-2 teacher preparation and professional development are discussed.

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Section: Beliefs and Dispositionsmentioning

confidence: 98%

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth

Wimmer

Wilcox

et al. 2016

Early Childhood Educ J

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“…In regard to assessment and instruction of comprehension, two types of comprehension have been widely distinguished: literal comprehension versus inferential comprehension (Carnine et al, 2010;Cecil et al, 2015;Leslie & Caldwell, 2011;McCormick, 1992;McKenna & Stahl, 2009;Pearson & Dole, 1988;Pearson & Johnson, 1978;Raphael, 1984;Vacca et al, 2009). Literal comprehension refers to one's understanding of what is explicitly stated in the text (Pearson & Johnson, 1978), whereas inferential comprehension is an understanding of what is not explicitly specified but implied in the text-that is, "read[ing] between the lines" (Basaraba et al, 2013, p. 354).…”

Section: The Roles Of Individual Assessment and Text Factors In Discourse Comprehensionmentioning

confidence: 99%

Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)

Kim

Petscher

2020

Ann. of Dyslexia

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We investigated the contributions of multiple strands of factors-individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)-to one's performance on discourse comprehension in oral language (listening comprehension), using data from 529 second graders. Results from explanatory item response models revealed that substantial variance in listening comprehension was attributable to differences between items, texts, and children, respectively. Narrative versus expository genre distinctions explained almost all of the variance attributable to text differences. In contrast, literal versus inferential question distinctions did not explain item responses after accounting for text and reading comprehension status. However, there was a moderation between struggling reader status and question type such that struggling readers had a slightly higher (2%) probability of getting inferential questions right compared to typically developing readers, after accounting for individual and text factors. Struggling readers have a lower probability of accurate item responses than typically developing readers, but the difference disappeared once language and cognitive skills (e.g., working memory, vocabulary) were taken into consideration. The effects of text genre and question type on item responses did not differ as a function of children's language and cognitive skills. Overall, these results underscore the importance of considering individual, text, and assessment factors for children's performance in listening comprehension.

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“…Reading aloud is a research-based strategy that helps children of all ages develop a love of literacy, grow their vocabularies, read independently and think critically (Casasola, 2016; Cecil et al., 2015; Oczkus, 2012). Lap reading with young children creates a love of literacy as well as a strong bond between parent and child.…”

Section: Reading To Babies: Exploring the Beginnings Of Literacymentioning

confidence: 99%

“…Infants learn languages in a universal, predictable pattern according to milestones such as cooing at 1–2 months, babbling at 6 months, using gestures and word comprehension at 8–12 months, speaking first words at 13 months, a rapid growth in vocabulary at 18 months, and saying two-word phrases between 18 and 24 months (Casasola, 2016; NIDCD, 2014). Between two and three years of age, toddlers typically begin using three- and four-word sentences on a regular basis – a sign of the preschool to fluency stage of language development when there is a language explosion (Cecil et al., 2015). Children in this stage are able to ask questions, talk about events in the past, take turns during a conversation and speak in whole phrases and sentences.…”

Section: Reading To Babies: Exploring the Beginnings Of Literacymentioning

confidence: 99%

Reading to babies: Exploring the beginnings of literacy

Towell

Bartram

Morrow

et al. 2019

Journal of Early Childhood Literacy

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In this study, the researchers explored the impact of reading aloud on language acquisition for 12 infants and toddlers (6–22 months old) attending a preschool located in South Florida. The research team included university professors, a preschool director and two preschool teachers. A teacher assistant read a selected picture book to each child individually for 10 weeks using scripts with prompts to assess receptive and expressive language. In addition to the book scripts, data collection included parent surveys, observation, developmental checklists, videotaping and field notes. Researchers measured each child's length of engaged time and level of engagement individually and as a whole group. Results indicate that participants demonstrated book preferences in terms of engagement, with the toddlers showing interest in books on familiar topics. Effective read-aloud strategies and techniques for young children are shared to promote the love of literacy.

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Striking a Balance: A Comprehensive Approach to Early Literacy

Cited by 3 publications

References 0 publications

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Influences of individual, text, and assessment factors on text/discourse comprehension in oral language (listening comprehension)

Reading to babies: Exploring the beginnings of literacy

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