Parents and literacy : the importance of reading aloud to children

Parents are vital to their children\u27s emerging literacy. Reading aloud to children offers parents opportunities to extend their child\u27s knowledge about reading. A review of professional literature suggests that reading aloud provides children with reading role models, positive attitudes towards reading, a sense of story, improved listening abilities, exposure to different language patterns, concepts and related vocabulary, exposure to the rhythm and sound of language, book handling abilities, and knowledge about print format. The Take Me Home project provides parents with access to quality literature and related activities to enhance the family\u27s read aloud experience. Packets have been developed with a pamphlet summarizing ten important read aloud benefits, a children\u27s book with an accompanying audio tape, and suggested literature experiences. Each packet emphasizes a different benefit of reading aloud

The Effects of Readers\u27 Theater on the Fluency and Comprehension of Students Reading Below Grade Level

This thesis explored the impact that readers\u27 theater has on the reading fluency and comprehension of students who are reading below grade level. The study was conducted in 12:1:1 self-contained special education classroom in a rural elementary school in Western New York over the course of five weeks and included four students in 3rd to 6th grades, all reading at different levels. Data was collected through a variety of measures throughout the course of the five-week study including daily observation and note taking of students reading out loud and practicing and/or performing readers\u27 theater scripts. Data was also collected on a bi-weekly basis using running reading records. A tape recorder was used as the student read a story aloud. Students\u27 reading comprehension was assessed at the end of week one, three, and five, a total of three times throughout the study using a comprehension rubric for oral retellings that was adapted from the Developmental Reading Assessment (Beaver, 2006, Appendix C). Students\u27 fluency was assessed using Rasinski\u27s Multidimensional Fluency Scale as they orally read a story out loud (Zutell & Rasinski, 2001, Appendix D). Readers\u27 theater performances were videotaped and field notes on student comments and observable behaviors during video recorded sessions and daily practice sessions were taken. These instruments were used to provide triangulation. The results of this study differed significantly from the results found in other studies (Casey & Chamberlain, 2006; Griffith & Rasinski, 2004; Rasinski, 1999). Students in Rasinski\u27s study (1999) made significant gains in the areas of comprehension and fluency after being assessed using an informal reading inventory. In a study done with elementary aged students, anecdotal notes and results from Rasinski\u27s Multidimensional Fluency Scale indicate that almost each participant made gains in his/her ability to read fluently (Casey & Chamberlain, 2006). In yet another study done by Griffith and Rasinski (2004), the students made significant gains in their reading comprehension over the course of the yearlong study. Unlike results from other studies, the findings pertaining to how readers\u27 theater affects the fluency and reading comprehension of students reading below grade level remain inconclusive. Many factors may have influenced results in the study including the length of time and the time period during which the study was conducted. A five-week study may not have been enough time for students in the 12:1:1 self-contained special education class to make any significant progress in the areas of fluency and comprehension. The results of the study may also have been impacted by the fact that the study was conducted at the end of the school year, which led to more interruptions and a shorter of time than originally planned. The study would benefit by a longer duration and by being conducted at the beginning of the school year when the students are feeling fresh and focused and when there are fewer disruptions in their daily schedule. Providing the students with a kid-friendly rubric to help them self-assess their fluency and reading comprehension, more time spent explicitly teaching comprehension strategies and modeling their usefulness, and conducting a pre-assessment with the students prior to the start of the study could also prove helpful. Future research needs to focus on the message using readers\u27 theater in your classroom truly says. Future research should also focus on ways to explicitly teach students with disabilities how to improve their fluency and comprehension. More research needs to be done on how readers\u27 theater affects the reading comprehension and fluency of students reading below grade level, especially students with disabilities. The impact readers\u27 theater has on fluency and comprehension was inconclusive in the present study

Physical engagement in nursery rhyming games in oral, print, and digital mediums: Data matrix

The first children’s video game called Mixed up Mother Goose was created by Roberta Williams in 1987. This game was created for a desktop. Today, many children’s games exist on a range of digital platforms. While these platforms offer different types of interactions for engagement and learning, many of these interactions are limited to tapping, dragging and clicking. Current studies have shown that physical interaction is important for young children’s development. Traditionally, nursery rhymes have been this source of physical interaction to engage children in the process of learning. This study looks at the physical engagement of children with nursery rhymes in oral, print and digital mediums. Engagement in oral medium consists of learning nursery rhymes through the movement of the body such as action rhymes and finger plays. Engagement in print medium consists of learning nursery rhymes through interactive books that include movable books, puppet books and sound books. Digital medium, including platforms such as touchscreen devices and laptops, continue to evolve from tap and click games to increased physical engagement of children. Although digital medium is a new phenomenon, it is following a similar evolution as print and oral mediums. Digital medium is increasingly engaging children with interactive play. As part of a larger project, this research collects information and provides a matrix that identifies the attributes of physical engagement employed by these three mediums.Undergraduat

A preliminary investigation of some relationships between functional articulation disorders and responses to the children's apperception test

This item was digitized by the Internet Archive. Thesis (Ed.M.)--Boston Universityhttps://archive.org/details/preliminaryinves00kag

A thematic apperception comparison of stuttering and non-stuttering children

Thesis (Ed.M.)--Boston Universit

英語絵本の中の認知的道具

子どもに英語を教える (Teaching English to young learners; 以下 TEYL) ために、英語絵本は効果的な教材であるということは、多くの教員も研究者も指摘している。英語絵本がなぜ、どのように効果的であるのかについて、本稿では、Kieran Egan の認知的道具 (Cognitive tools; 以下 CTs) を活かした教育という観点から明らかにすることを試みる。話しことばを豊かに発達させるCTs を含む英語絵本を取り上げ、具体的にどのようなCTs が絵本の中に埋め込まれているのかを指摘し、そのCTs がどのように話しことばを発達させるかについて、Egan の提唱する想像力を触発する教育法（Imaginative Approach; 以下IA）を基に、英語絵本のTEYL における有用性を明らかにする。| It is pointed out by many teachers and researchers that English picture books are effective materials for teaching English to young learners (TEYL). This paper attempts to show why and how English picture books are effective, based on the concept of cognitive tools (CTs) - found in Kieran Egan’s Imaginative Approach (IA) - in education. Specifically, I look at CTs embedded in certain picture books and demonstrate how these CTs foster oral language according to Egan’s IA. Thus, this paper aims to highlight the effectiveness of English picture books for TEYL

Pembelajaran Bahasa Inggris Bagi Anak Usia Dini Versus Budaya Lokal

Mengenalkan bahasa Inggris sejak dini seyogyanya perlu didukung oleh sarana dan prasarana yang memadai. Guru sebagai komponen pengelola proses pembelajaran perlu memahami kerangka berpikir anak usia dini (AUD) agar pengelolaan pembelajaran dapat dilakukan dengan baik. Pembelajaran hendaknya dikelola sedemikian rupa agar tercipta kegiatan belajar yang bermakna dan menyenangkan. Penggunaan nyanyian (song) sebagai media pembelajaran merupakan salah satu upaya bagi terciptanya pembelajaran bahasa Inggris yang bermakna dan menyenangkan, yang “asyik”, bagi anak usia dini. Pembelajaran bahasa Inggris dapat disiasati dengan berbagai cara – metode dan teknik serta permainan (games) maupun media pembelajaran – yang akan membuat anak tidak merasa sedang belajar tetapi sedang bermain, sehingga anak merasa asyik belajar Inggris. Bahkan budaya lokal pun dapat digunakan sebagai sarana ampuh dalam menciptakan pembelajaran yang asyik bagi AUD. Tulisan ini akan membahas pembelajaran bahasa Inggris bagi AUD secara umum, dan belajar melalui nyanyian secara khusus. Pembelajaran bahasa Inggris yang menyenangkan akan menghindari AUD dari kejenuhan dan rasa bosan atau bahkan trauma terhadap bahasa Inggris