Pub Date : 2024-03-29DOI: 10.1177/14687984241240413
Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students’ story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students’ emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students’ inferencing skills regarding story character internal states and subsequent story comprehension.
{"title":"Drama during story time supports preschoolers’ understanding of story character feeling states","authors":"Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario","doi":"10.1177/14687984241240413","DOIUrl":"https://doi.org/10.1177/14687984241240413","url":null,"abstract":"Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students’ story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students’ emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students’ inferencing skills regarding story character internal states and subsequent story comprehension.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1177/14687984241240933
Natalia I. Kucirkova
{"title":"Book Review: Consumable reading and children’s literature: Food, taste and material interactions","authors":"Natalia I. Kucirkova","doi":"10.1177/14687984241240933","DOIUrl":"https://doi.org/10.1177/14687984241240933","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/14687984241235124
Lauran Doak
Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of everyday ‘family practice’. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.
{"title":"Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)","authors":"Lauran Doak","doi":"10.1177/14687984241235124","DOIUrl":"https://doi.org/10.1177/14687984241235124","url":null,"abstract":"Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of everyday ‘family practice’. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"4 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1177/14687984231221957
Amy Farndale, Vicki Reichelt
Advocating for inclusive literacy teaching pedagogies, to support 3–5-year-old children’s multimodal and multilingual storying, is fundamental in diverse nations. In Australia, for example, there are over 26% of 5-year-old children connecting with language backgrounds other than English, 7% are Aboriginal, and over 5% are diagnosed with special needs ( AEDC, 2021 ). Arguably, children draw from their own cultural, linguistic, and neuro diverse ways of expressing; hence, visual, gestural, spatial, auditory, and touch-type modes of expression, deserve greater recognition in literacy. Our critical participatory action research advocates for an expanded view of literacy focusing on children’s assets to communicate stories beyond vocal or written versions of story’telling’ in English, by incorporating translanguaging. We consider ‘storying’ to be a more inclusive term that incorporates multiple and multilingual modes in story creation. Our research on Kaurna country (the Adelaide Plains), involved 66 three to five-year-old culturally, linguistically and neuro diverse preschoolers, and their families. They interacted and translanguaged with 10 educators to explore multilingual, Aboriginal, and autistic children’s storying. The 6-month research project questioned: ‘How do diverse children communicate stories and how can children’s storying be encouraged with culturally responsive community involvement?.’ Observation, interview, questionnaire, artefact and reflective journaling data identified diverse children’s storying capabilities, highlighting touch, embodied expression and movement of props, as children expressed imagined stories. Thematic analysis led to the emergence of the concept, ‘communicative capital,’ a component nestled within Bourdieu’s (1991) ‘cultural capital,’ highlighting multiple modes of expression beyond named languages (as per the concept of ‘linguistic capital’). We argue that children’s communicative funds of knowledge and semiotic systems for meaning-making deserve increased value in inclusive literacy education, curriculum development, teacher education, pedagogy, practice and policy, so to embrace and expand the storying strengths of children with autism, First Nations children, multilingual children, and all children worldwide.
{"title":"Children’s communicative capital: Promoting inclusive storying in a diverse preschool community through critical participatory action research","authors":"Amy Farndale, Vicki Reichelt","doi":"10.1177/14687984231221957","DOIUrl":"https://doi.org/10.1177/14687984231221957","url":null,"abstract":"Advocating for inclusive literacy teaching pedagogies, to support 3–5-year-old children’s multimodal and multilingual storying, is fundamental in diverse nations. In Australia, for example, there are over 26% of 5-year-old children connecting with language backgrounds other than English, 7% are Aboriginal, and over 5% are diagnosed with special needs ( AEDC, 2021 ). Arguably, children draw from their own cultural, linguistic, and neuro diverse ways of expressing; hence, visual, gestural, spatial, auditory, and touch-type modes of expression, deserve greater recognition in literacy. Our critical participatory action research advocates for an expanded view of literacy focusing on children’s assets to communicate stories beyond vocal or written versions of story’telling’ in English, by incorporating translanguaging. We consider ‘storying’ to be a more inclusive term that incorporates multiple and multilingual modes in story creation. Our research on Kaurna country (the Adelaide Plains), involved 66 three to five-year-old culturally, linguistically and neuro diverse preschoolers, and their families. They interacted and translanguaged with 10 educators to explore multilingual, Aboriginal, and autistic children’s storying. The 6-month research project questioned: ‘How do diverse children communicate stories and how can children’s storying be encouraged with culturally responsive community involvement?.’ Observation, interview, questionnaire, artefact and reflective journaling data identified diverse children’s storying capabilities, highlighting touch, embodied expression and movement of props, as children expressed imagined stories. Thematic analysis led to the emergence of the concept, ‘communicative capital,’ a component nestled within Bourdieu’s (1991) ‘cultural capital,’ highlighting multiple modes of expression beyond named languages (as per the concept of ‘linguistic capital’). We argue that children’s communicative funds of knowledge and semiotic systems for meaning-making deserve increased value in inclusive literacy education, curriculum development, teacher education, pedagogy, practice and policy, so to embrace and expand the storying strengths of children with autism, First Nations children, multilingual children, and all children worldwide.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" 19","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1177/14687984231213475
Marit Olave Riis-Johansen, Iris Hansson Myran
This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.
{"title":"Patterns in naturally occurring interactions in early writing instruction","authors":"Marit Olave Riis-Johansen, Iris Hansson Myran","doi":"10.1177/14687984231213475","DOIUrl":"https://doi.org/10.1177/14687984231213475","url":null,"abstract":"This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"16 6","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-11DOI: 10.1177/14687984231213474
Amber M Rountree
Using an observational comparative case study, this study explored emergent readers’ book selection behaviors within their classrooms. Emergent literacy skills are the forefront of literacy development (Clay, 1982; Ferriero & Teborsky, 1982; Teale, 1986; McNaughton, 1993; Chall, 1996; Neuman, 2000), yet reading motivation and engagement has largely focused on older students (Wigfield & Guthrie, 1997; Gambrell et al. 2011; Marinak, 2013), and emergent readers’ motivation and book choice research has relied upon surveys (Saracho, 1986; Sperling, et al., 2013). This study of two pre-kindergarten and two kindergarten classrooms, along with their classroom teachers, utilized observations to examine emergent reader motivation and choice (Bronfenbrenner, 1979, 2005; Bronfenbrenner & Morris, 2006; Clay, 1982, 1991, 2001; Rosenblatt, 1978, 1995). The observational data were analyzed for vertical and horizontal case analysis and findings suggest that emergent and early readers’ text selection behaviors rely on cover illustrations and familiarity with the text.
{"title":"Book selection behaviors of emergent readers","authors":"Amber M Rountree","doi":"10.1177/14687984231213474","DOIUrl":"https://doi.org/10.1177/14687984231213474","url":null,"abstract":"Using an observational comparative case study, this study explored emergent readers’ book selection behaviors within their classrooms. Emergent literacy skills are the forefront of literacy development (Clay, 1982; Ferriero & Teborsky, 1982; Teale, 1986; McNaughton, 1993; Chall, 1996; Neuman, 2000), yet reading motivation and engagement has largely focused on older students (Wigfield & Guthrie, 1997; Gambrell et al. 2011; Marinak, 2013), and emergent readers’ motivation and book choice research has relied upon surveys (Saracho, 1986; Sperling, et al., 2013). This study of two pre-kindergarten and two kindergarten classrooms, along with their classroom teachers, utilized observations to examine emergent reader motivation and choice (Bronfenbrenner, 1979, 2005; Bronfenbrenner & Morris, 2006; Clay, 1982, 1991, 2001; Rosenblatt, 1978, 1995). The observational data were analyzed for vertical and horizontal case analysis and findings suggest that emergent and early readers’ text selection behaviors rely on cover illustrations and familiarity with the text.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"28 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1177/14687984231212723
Ben Rydal Shapiro, Deborah Silvis
This article uses a comparative case study to examine how a methodological approach called interaction geography provides alternative ways to animate space, movement, and affect within the context of early childhood education. We take animation to incorporate the methods for representing space, movement, and affect; the social-material environment which animates the people and things we study; and the lively, energetic talk-in-interaction that takes place as people and things move. Our first case uses interaction geography to animate what we call gestural energies and choreographies between a teacher, students, and materials in a bilingual kindergarten classroom activity. Our second case uses interaction geography to animate a young child’s excitement for learning and teaching through movement in a cultural heritage museum. Together, our analysis demonstrates how interaction geography provides alternative ways to conceptualize the multimodal nature of literacy practices and contributes to a recent turn to affect in literacy research. We discuss how this work has implications not only for literacy researchers, teachers, and teacher educators, but also for architects, administrators, and researchers concerned with the physical design of literacy spaces.
{"title":"Animated movements, animating methods: An interaction geography approach to space and affect in early childhood education","authors":"Ben Rydal Shapiro, Deborah Silvis","doi":"10.1177/14687984231212723","DOIUrl":"https://doi.org/10.1177/14687984231212723","url":null,"abstract":"This article uses a comparative case study to examine how a methodological approach called interaction geography provides alternative ways to animate space, movement, and affect within the context of early childhood education. We take animation to incorporate the methods for representing space, movement, and affect; the social-material environment which animates the people and things we study; and the lively, energetic talk-in-interaction that takes place as people and things move. Our first case uses interaction geography to animate what we call gestural energies and choreographies between a teacher, students, and materials in a bilingual kindergarten classroom activity. Our second case uses interaction geography to animate a young child’s excitement for learning and teaching through movement in a cultural heritage museum. Together, our analysis demonstrates how interaction geography provides alternative ways to conceptualize the multimodal nature of literacy practices and contributes to a recent turn to affect in literacy research. We discuss how this work has implications not only for literacy researchers, teachers, and teacher educators, but also for architects, administrators, and researchers concerned with the physical design of literacy spaces.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1177/14687984231214990
Joanna Williamson, Helen Hedges, Rebecca Jesson
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3–5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman’s seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children.
{"title":"Storybook reading: Literacy and teacher knowledge in early childhood education","authors":"Joanna Williamson, Helen Hedges, Rebecca Jesson","doi":"10.1177/14687984231214990","DOIUrl":"https://doi.org/10.1177/14687984231214990","url":null,"abstract":"Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3–5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman’s seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1177/14687984231212722
Jennifer K Stone, Karen A Erickson
The primary objective of this study was to explore clinic group culture surrounding Reach Out and Read (ROaR) at a pediatric clinic recognized as successful in ROaR implementation. In ROaR-participating clinics, pediatricians give books and information to families at well child visits to promote daily read aloud practices deemed necessary by many experts to build early literacy skills. The program is known to be most effective when implementing clinics demonstrate positive group culture, yet additional understanding of cultural elements is needed. To explore clinic group culture, we collaborated with a ROaR regional representative and a pediatrician leading high-quality ROaR implementation to create a semi-structured interview protocol regarding staff perceptions and feelings surrounding ROaR. Then we conducted the semi-structured interview with twelve non-physician staff members in the pediatrician’s clinic. A two-phase grounded theory analysis revealed an ingroup/outgroup relationship that created two distinct cultural groups related to ROaR. Participants described themselves as ingroup members and the patients receiving ROaR as outgroup members. The ingroup included community organizations, doctors, and study participants, working together to give books and information to parents and medical students, who made up the outgroup. Ingroup members assumed that outgroup members needed their services. Participants’ descriptions of literacy resources in their own family cultures were different from their descriptions of the needs they perceived of members of the outgroup. Descriptions of outgroup members’ literacy needs included multiple stereotypes that could serve to perpetuate, rather than ameliorate, existing literacy inequities. Empathy promotion within ROaR-implementing clinics is discussed as a potential strategy to increase equity.
{"title":"Us and them: Individual and group perceptions and attitudes about Reach Out and Read implementation in one pediatric clinic","authors":"Jennifer K Stone, Karen A Erickson","doi":"10.1177/14687984231212722","DOIUrl":"https://doi.org/10.1177/14687984231212722","url":null,"abstract":"The primary objective of this study was to explore clinic group culture surrounding Reach Out and Read (ROaR) at a pediatric clinic recognized as successful in ROaR implementation. In ROaR-participating clinics, pediatricians give books and information to families at well child visits to promote daily read aloud practices deemed necessary by many experts to build early literacy skills. The program is known to be most effective when implementing clinics demonstrate positive group culture, yet additional understanding of cultural elements is needed. To explore clinic group culture, we collaborated with a ROaR regional representative and a pediatrician leading high-quality ROaR implementation to create a semi-structured interview protocol regarding staff perceptions and feelings surrounding ROaR. Then we conducted the semi-structured interview with twelve non-physician staff members in the pediatrician’s clinic. A two-phase grounded theory analysis revealed an ingroup/outgroup relationship that created two distinct cultural groups related to ROaR. Participants described themselves as ingroup members and the patients receiving ROaR as outgroup members. The ingroup included community organizations, doctors, and study participants, working together to give books and information to parents and medical students, who made up the outgroup. Ingroup members assumed that outgroup members needed their services. Participants’ descriptions of literacy resources in their own family cultures were different from their descriptions of the needs they perceived of members of the outgroup. Descriptions of outgroup members’ literacy needs included multiple stereotypes that could serve to perpetuate, rather than ameliorate, existing literacy inequities. Empathy promotion within ROaR-implementing clinics is discussed as a potential strategy to increase equity.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/14687984231202968
Kirsten Read, Sara Rabinowitz, Hayley Harrison
Extra-textual talk (ETT), the spontaneous conversation that occurs alongside the text read aloud during book reading is a common but also critically important feature of shared reading that cultivates interactions and supports the language development of young children. This exploratory review of 45 papers describing observations and measures of spontaneous ETT in parent-and-child dyadic shared reading from 1977 to 2022 illustrates the varying methods of categorization and measurement of the ETT have been used. The purpose of this review was to organize and consolidate this large collection of previous research to address two research questions. First, how can current researchers and practitioners organize this array of systems for measuring and categorizing ETT proposed by past researchers? Across the studies reviewed, three primary approaches for measuring or categorizing parents’ spontaneous ETT were found based on (1) content, (2) overall reader style, or (3) quantity-based measures of volume and complexity. Secondly, this review addressed what specific factors researchers have tested for their impact on extra-textual talk during shared reading. The three major influences on ETT come from variability among (1) readers, (2) children, and (3) the books being shared in support of a triangular model of shared book reading. The specific subcategories used in typing and measuring ETT, as well as the subfactors of those variables that may affect it are discussed.
{"title":"It’s the talk that counts: a review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured","authors":"Kirsten Read, Sara Rabinowitz, Hayley Harrison","doi":"10.1177/14687984231202968","DOIUrl":"https://doi.org/10.1177/14687984231202968","url":null,"abstract":"Extra-textual talk (ETT), the spontaneous conversation that occurs alongside the text read aloud during book reading is a common but also critically important feature of shared reading that cultivates interactions and supports the language development of young children. This exploratory review of 45 papers describing observations and measures of spontaneous ETT in parent-and-child dyadic shared reading from 1977 to 2022 illustrates the varying methods of categorization and measurement of the ETT have been used. The purpose of this review was to organize and consolidate this large collection of previous research to address two research questions. First, how can current researchers and practitioners organize this array of systems for measuring and categorizing ETT proposed by past researchers? Across the studies reviewed, three primary approaches for measuring or categorizing parents’ spontaneous ETT were found based on (1) content, (2) overall reader style, or (3) quantity-based measures of volume and complexity. Secondly, this review addressed what specific factors researchers have tested for their impact on extra-textual talk during shared reading. The three major influences on ETT come from variability among (1) readers, (2) children, and (3) the books being shared in support of a triangular model of shared book reading. The specific subcategories used in typing and measuring ETT, as well as the subfactors of those variables that may affect it are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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