Teaching reading in the early years: exploring home and kindergarten relationships

Al-Momani, Ibrahim A.; Ihmeideh, Fathi; Naba’h, Abdallah M. Abu

doi:10.1080/03004430802352376

Cited by 9 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yusufi and Enesi (2012) concluded that an early childhood teacher in Nigeria should be an authority in phonics. A recent study by Al-Momani et al (2010) revealed the lack of value some early childhood educators in Jordan placed on natural, spontaneous interactions with print in the home. Interview results revealed that kindergarten teachers consider parental involvement as unhelpful since they view parents as unqualified persons to take a role in teaching reading.…”

Section: The Influence Of Recent Legislation and Current Practicesmentioning

confidence: 98%

Teachers’ Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers’ Perceptions of Literacy Acquisition

Giles

Tunks

2014

Early Childhood Educ J

View full text Add to dashboard Cite

Teachers' assumptions about teaching and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an attempt to gain a picture of current instructional practices. Prekindergarten through second grade teachers (n = 76) responded to the Literacy Acquisition Perception Profile. Responses on the reading readiness and emergent literacy subscales served as the dependent variables in a series of ANOVAs conducted with educational level, teaching assignment, and teaching experience as the independent variables. Results revealed a statistically significant difference [F(4, 65) = 3.31, p = .03, g 2 = .17] between the teachers who had 6-10 years of experience and more than 21 years, with teachers who had 6-10 years clearly ascribing to reading readiness as the preferred way of teaching reading over teachers with 21? years. This finding may be attributed to many teachers with more than 21 years experience having received initial teacher training during the late 1980s and early 1990s when an emergent literacy perspective, a departure from the traditional view of reading readiness, was the predominant view. It is posited that differentiated instruction rather than the application of a single instructional approach fully grounded in a particular perception may be the best approach to facilitating young children's literacy acquisition.

show abstract

Section: The Influence Of Recent Legislation and Current Practicesmentioning

confidence: 98%

Teachers’ Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers’ Perceptions of Literacy Acquisition

Giles

Tunks

2014

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…According to previous studies on home literacy practice, the home is the first social organization that children encounter. Children acquire their language, literacy, emotions, behaviors, thinking and even dreams at home (Al-Momani et al, 2010;Al-Maadadi et al, 2017). Successful students with a high level of literacy achievement usually have had consistent family engagement in their early years of schooling (Al-Maadadi et al, 2017;Harper et al, 2011;Steinera, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Saudi College Students’ Home Reading Practice Environment

Alluhaydan

2023

WJEL

View full text Add to dashboard Cite

The current study describes the status of the Saudi home reading practice environment. A survey was used to identify the major factors affecting Saudi home reading practice such as, the time spent reading at home, the availability of reading materials and the social educational environment (parents’ education, siblings, family, friends). There was a positive correlation between reading practice, speaking about reading, buying books using personal budget, reading personal list, age, reading in another language, reading outside of school curriculums, the home reading practice, and Saudis daily practice of reading. It was common for Saudis to share reading materials and speak about what they had read. Most Saudi readers did not have a reading list but based their reading books choices on recommendations from family members, classmates, or friends. Saudis who received books as gifts were more likely to practice reading. Teachers, especially ESL teachers, must encourage Saudis to practice reading out of school or work to enhance their literacy skills.

show abstract

“…As such, children's ability to convey ideas through the printed word is highly emphasized as their success as literacy learners is contingent on their ability to read and write. As early as preschool, young children are building their repertoire of print knowledge and are using emergent writing in the form of drawing, scribbles, letter strings and invented spelling that reflect phonetic principles as part of their transition to conventional forms (Sulzby 1992;Al-Momani et al 2010;Arikan and Taraf 2010;Wedin 2010;Yang and Hua 2010;Al-Mansour and Al-Shorman 2011;Doyle 2013;Lucas et al 2020). In this study, the emergent literacy theoretical constructs are important considering that the participant children had had no previous contact with the foreign language, and as such, the constructs to bear in mind needed to consider how literacy develops both in the native and in the foreign language.…”

Section: Motivation For Developing Readingmentioning

confidence: 99%

The Reading and Writing Connections in Developing Overall L2 Literacy: A Case Study

Lucas

2020

Languages

View full text Add to dashboard Cite

This study focused on the characteristics of an action-research study concerning an English language reading and writing intervention program in a primary state school, located in northeast Portugal (low-Socio Economic Status setting), where four groups of children (n = 92) participated in the academic year 2019–2020, after the National strategy for foreign languages was launched. The longitudinal study carried out in the action-research methodology, where the teacher, syllabus designer and researcher was the main author, was set out with two main aims. The first was to tackle and to overcome the lack of teacher training for teaching English to young learners in Portuguese primary schools. The second was to prompt intervention, through the design and implementation of a suitable pedagogic approach for teaching English to young learners, in line with Content for Language and Integrated Learning (CLIL) principles, namely English Across the Curriculum, thus fostering the interrelationships between English language reading and writing skills. The findings of the action-research reading intervention program demonstrate that it is possible to overcome such barriers as pupils’ negative attitudes and counteract the damaging effects of poverty in foreign language literacy development by exposing them to children’s picturebooks/storybooks, thus fostering the overall literacy development. The key concepts explored in these books, being associated with primary key curriculum themes are an effective way to establish clear positive connections among English language reading and writing relationships. In addition, the current study also sheds light on how primary English language school teachers can design suitable pedagogic approaches to foster overall literacy development, thus advancing innovative teacher training opportunities.

show abstract

Teaching reading in the early years: exploring home and kindergarten relationships

Cited by 9 publications

References 16 publications

Teachers’ Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers’ Perceptions of Literacy Acquisition

Teachers’ Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers’ Perceptions of Literacy Acquisition

Saudi College Students’ Home Reading Practice Environment

The Reading and Writing Connections in Developing Overall L2 Literacy: A Case Study

Contact Info

Product

Resources

About