The impact of including writing materials in early childhood classrooms on the early literacy development of children from low‐income families

Clark, Patricia; Kragler, Sherry

doi:10.1080/0300443042000266295

Cited by 30 publications

(21 citation statements)

References 14 publications

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“…The inclusion of writing-specific materials in preschool classrooms has also been linked to children's literacy development (Clark and Kragler, 2005;Morrow, 1990). For instance, Zhang et al (2014) found that the quantity of writing materials in a classroom was positively connected to child growth in namewriting ability.…”

Section: Possible Dimensions Of High-quality Physical Literacy Enviromentioning

confidence: 99%

“…Books and literacy-related materials Books available in the classroom library and materials such as puzzles and props (e.g. menus) Morrow and Weinstein, 1986;Morrow, 1990;Neuman and Celano, 2001;Neuman and Roskos, 1992;Neuman and Roskos, 1997;Neuman, 1999 Writing materials Writing tools (pens, markers, pencils) and writing media (lined paper, construction paper) Clark and Kragler, 2005;Guo et al, 2012;Morrow, 1990;Zhang et al, 2014 Print environment Environmental print including labels, charts, names and displays Dowhower and Beagle, 1998;Graves et al, 1996;Loughlin and Martin, 1987;Neumann et al, 2013;Vukelich, 1994 Technology Computer and literacy-related computer games; audio centre Brown and Harmon, 2013;Couse and Chen, 2010;Kelley et al, 2015;Plowman et al, 2010;Schmidt and Vandewater, 2008 Use of materials How many children spend time using literacy and writing materials Baroody and Diamond, 2014;Bracken and Fischel, 2008;Deckner et al, 2006;Lyytinen et al, 1998;Wolfersberger et al, 2004 This association may be attributable to the adult-child interactions provided by the presence of environmental print. In a study of mother-child interactions, the frequency of adult and child referencing to environmental print was related to children's knowledge of print concepts as well as name and letter writing (Neumann et al, 2013).…”

Section: Aspect Of the Physical Literacy Environment Definition Citatmentioning

confidence: 99%

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An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms

Dynia

Schachter

Piasta

et al. 2016

Journal of Early Childhood Literacy

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This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five separate dimensions of the physical literacy environment; including (a) variety and use of books, (b) variety and use of writing center materials, (c) variety and use of technology, (d) variety of environmental print and (e) variety and use of other literacy-related materials. Overall, these five dimensions demonstrated reasonable reliability and validity. Implications for investigating the physical literacy environment and future directions for research are discussed.

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Section: Possible Dimensions Of High-quality Physical Literacy Enviromentioning

confidence: 99%

Section: Aspect Of the Physical Literacy Environment Definition Citatmentioning

confidence: 99%

An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms

Dynia

Schachter

Piasta

et al. 2016

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

show abstract

“…It is a widely used measure of emerging literacy and is frequently implemented in research that examines developmental differences in children's reading abilities (Kuby & Aldridge, 1997;Harper & Pelletier, 2008). It has been previously used in studies involving ethnically diverse samples (Hammer, Miccio, & Wagstaff, 2003;Lynch, 2004) and children from various socioeconomic backgrounds (Clark & Kragler, 2005;Tracey & Yong, 2006). Children begin the test with the appropriate question according to their age (e.g., 5-year olds start with item 10) and continue through the items until they make five consecutive errors.…”

Section: Reading Abilitymentioning

confidence: 99%

Relations among children’s theory of mind, family factors, language development, and story comprehension in L1 and L2 preschoolers

Markel¹,

Major²,

Pelletier³

2012

IJRSP

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This study examined the relation of family factors, vocabulary, and reading skills to theory of mind development and fables comprehension in children who spoke English as a first language (L1) and children who spoke English as a second language (L2). These factors were examined in 170 preschool children who spoke Arabic, Chinese, Gujarati, Hindi, Punjabi, Tamil, Vietnamese, Urdu, English, or a European language as a first language. All children were being schooled in English. General vocabulary more than any other factor predicted how well L1 and L2 learners performed on theory of mind and fables comprehension tasks. Children's reading skills contributed to fables understanding for L1 but not for L2 children.For all children, sibling status influenced vocabulary skills. Parental education was related to children's vocabulary and reading skills in the L1 group only. The results of this study provide support for the importance of considering the differential needs of first and second language learners.

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“…e Simó, 2001;Vayer, Maigre e Coelho, 2003), seja avaliando as práticas pedagógicas destes docentes e os seus efeitos no desenvolvimento de essas mesmas crianças (Alves Martins, 2007;Kragler, 2005;Santos, 2007;Saracho e Spodek, 2006;Sénéchal, 2006;Yannicopoulou, 2006). Hoje em dia, é inegável que, à entrada para a educação de infância, as crianças já possuem um leque alargado de conhecimentos sobre aquilo que significa ler e escrever e têm ideias claras sobre como se faz.…”

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Conceções dos educadores portugueses sobre a linguagem escrita: um estudo de caso || Conceptions of the Portuguese Preschool teachers about writing language: a case study

Santos

Martins

2014

R Est Inv Psico y Educ

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Resumo O presente artigo pretende dar conta dos resultados de uma investigação realizada junto de um grupo de 18 educadoras de infância a trabalhar na em escolas da rede pública da Ilha Terceira, Açores, Portugal, cujo objetivo foi o de compreender a sua perspetiva acerca da abordagem à linguagem escrita no âmbito da educação de infância. Foram avaliados aspetos como a posição pedagógica e metodológica que as educadoras afirmam adotar na sua intervenção pedagógica e os processos de aprendizagem que afirmam privilegiar como promotores da literacia nas suas salas. A entrevista realizada durante o segundo trimestre do ano escolar permitiu concluir que a forma de pensar destas educadoras, acerca do desenvolvimento da linguagem escrita, caracteriza-se, basicamente, pelo distanciamento relativamente a uma perspetiva emergente da literacia, centrada nas crianças, pela atribuição de uma acentuada importância às atividades e estratégias de intervenção direta e pelo défice de conhecimentos sobre a forma como se desenvolvem os processos de leitura e escrita em crianças pré-escolares.Palavras clave: educação de infância, abordagem à linguagem escrita, conceções dos educadores Abstract The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers' beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers' way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children's conceptualisations on reading and writing.Keywords: early childhood education, emergent literacy, teachers' beliefs As conceções dos educadores de infância e o seu papel na emergência da literaciaSão várias as investigações que, no âmbito da leitura e da escrita, se têm dedicado ao estudo do papel do educador de infância, seja descrevendo contextos onde é possível desenvolver uma intervenção pedagógica de qualidade que permita, de maneira significativa e contextualizada, uma evolução da formas de pensar e dos conhecimentos das crianças em idade pré-escolar

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The impact of including writing materials in early childhood classrooms on the early literacy development of children from low‐income families

Cited by 30 publications

References 14 publications

An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms

An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms

Relations among children’s theory of mind, family factors, language development, and story comprehension in L1 and L2 preschoolers

Conceções dos educadores portugueses sobre a linguagem escrita: um estudo de caso || Conceptions of the Portuguese Preschool teachers about writing language: a case study

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