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Relevant bibliographies by topics / Book children

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Academic literature on the topic 'Book children'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Book children"

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Reich, Stephanie M., Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, and Daniela Cannata. "Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book." AERA Open 5, no. 3 (2019): 233285841987838. http://dx.doi.org/10.1177/2332858419878389.

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Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.

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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.

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Alshevskaya, O. N. "New practices of literature distribution for children and youth in Siberia and the Far East." Bibliosphere, no. 4 (February 18, 2021): 61–69. http://dx.doi.org/10.20913/1815-3186-2020-4-61-69.

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The article describes the directions of distribution of books for children in the Eastern regions of Russia that have appeared in the last decade. Based on a combination of landscape-reconstructing principles, surveys, and comparative typological analysis, the article presents data that expand previously studied aspects of the functioning of the main channels for the sale of books for children in the Siberian-Far Eastern region. It is shown that books for children are the largest segment of the Russian book market, which has been growing since 2008. At the regional level, they are widely presented in all book distribution channels: bookselling networks and independent stores; online stores; book departments of supermarkets (non-core retail); kiosks and stalls; book fairs. The purpose of the article is to analyze the current trends in the distribution of books for children in the region. Positive trends typical for the children book market in the Siberian-far Eastern region are identified. They are: the activity of children book supermarkets, the appearance of independent small stores of club-backstage format, the organization of specialized children Internet projects; increasing the importance of regional book exhibitions, fairs, festivals and holidays in the distribution of books for children; projects support by major Russian patrons. The significance of the study of new practices for the distribution of literature for children and youth in the region is determined by their influence on the formation of a new conceptual model for the popularization of reading, based on the idea of culture as a powerful lever of socio-economic development of territories.

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Robertson, Sarah-Jane L., and Elaine Reese. "The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres." Journal of Early Childhood Literacy 17, no. 1 (2016): 3–25. http://dx.doi.org/10.1177/1468798415598354.

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This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.

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Huang, Chiu-Hua, Fin-Land Cheng, and Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN." Problems of Education in the 21st Century 78, no. 6A (2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.

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The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children’s real experiences and development. Through teachers’ storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy’s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process. Keywords: case study, economically disadvantaged children, hope theory, picture books, preschool children

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López-Escribano, Carmen, Susana Valverde-Montesino, and Verónica García-Ortega. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review." International Journal of Environmental Research and Public Health 18, no. 12 (2021): 6510. http://dx.doi.org/10.3390/ijerph18126510.

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Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.

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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.

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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.

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Kawaura, Takayuki, Jun Endo, and YasukoDoi. "Comparison of Keywords Freely Inputted by Users and the Compendium of “Keywords for Children,” Which is Programmed into the Book Searching System for Children." Journal of Advanced Computational Intelligence and Intelligent Informatics 16, no. 2 (2012): 239–46. http://dx.doi.org/10.20965/jaciii.2012.p0239.

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When children look for a book to read, they usually ask an adult to recommend something suitable. In many of such cases, librarians or teachers play an important role. It could also be parents or adults close to the children. The objective of the OPAC system provided in libraries is to offer a tool to help users to find books by themselves but it is not an easy system for children to use. In this study, we aim to construct a book searching system that is easy for children to use. To this end, we studied cases in which children used the book search engine “Adventure in the Sea of Books” we developed in 2002 for “International Institute for Children’s Literature, Osaka.” This is installed with “Subject Heading Lists for Children,” a system we uniquely developed to enable users to search a book by the title, author, or any words they can think of. In this study we will make a comparison between the keywords installed in “Subject Heading Lists for Children” and the index items which the users themselves inputted. This comparison will show what kinds of keywords are most requested by children, and lead to the development of a more userfriendly book searching system.

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Hladíková, Hana. "Children’s Book Illustrations: Visual Language of Picture Books." CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, no. 1 (2014): 19–31. http://dx.doi.org/10.2478/cris-2014-0002.

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Abstract High-quality picture books that merge text and illustration together in order to tell a story are eminent for healthy mental and social growth of children. This paper is to outline the benefits picture books bring to children between the ages three to eight, determine functions of its illustrative language, examine the process of its production, and point out a set of elements that, according to number of professional children's book illustrators, significantly contribute to the success of a picture book

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Armstrong, Rebecca M., Jessica Paynter, and Marleen F. Westerveld. "Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151989673. http://dx.doi.org/10.1177/2396941519896736.

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Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder ( n = 41) and typically developing peers ( n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.

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Dissertations / Theses on the topic "Book children"

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Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.

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Sefer, Ibrahim. "Newly arrived children's art / story book 2004." [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.

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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).

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Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.

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Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.

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The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.

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Woolfall, Kerry. "Addressing the needs of children of substance using parents : book of appendices." Thesis, Liverpool John Moores University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536674.

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Schäffer, Christina [Verfasser]. "The Brownies’ Book: Inspiring Racial Pride in African-American Children / Christina Schäffer." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042467951/34.

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Kikuta, Claudia Parker. "Changes in Dialogic Book Reading Patterns of Parent's Reading with Their Children." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447688817.

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Dahlblom, Magnus. "Robinson Crusoe : How to present and use the book in the classroom." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13678.

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Sturm, Whitney. "The effect of joint book reading and the language experience approach on vocabulary acquisition /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414953.pdf.

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Mattsson, Chaterine. "Nelly, monsteragenten & Kalles nya klänning. : En studie om hur genusperspektivet används i böcker för åldrarna 6-9 i boklådor från stadsbiblioteket i Karlstad kommun." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30049.

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This work addresses how the book boxes that are shipped to different schools, that don’t havelibraries themselves, from the city library are composed in Karlstad municipality and whatbooks they may contain. A case study is made to find out which books can be included in theboxes. An interview with staff from Karlstad City Library is made and two different kinds ofbook boxes are analyzed. There is one book box with children books that have a genderperspective and one with fiction children books.The books are analyzed and the conclusion of this work is that it is important to know whatthe children are reading and how books can influence them. Included in this work are alsoideas and suggestions for further research.

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Books on the topic "Book children"

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Taylor, Kenneth Nathaniel. The Book for children. Tyndale House Publishers, 2000.

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The art book for children: Book two. Phaidon, 2007.

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Spalletti, Cinzia. The book. s.n., 2010.

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Gilda, Williams, ed. The art book for children. Phaidon Press, 2005.

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Donna, Piscitelli, and Sternhagen Mimi, eds. The Mass book for children. Our Sunday Visitor, 2004.

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Dewan Bahasa dan Pustaka Brunei. [Karyawan Bengkel children book stories]. Dewan Bahasa dan Pustaka Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2000.

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Murray, Lindley. A first book for children. s.n.], 1986.

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Kate, DePalma, and Dean David 1976 ill, eds. The barefoot book of children. Barefoot Books, 2016.

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Lindley, Murray. A first book for children. s.n.], 1986.

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Lindley, Murray. Murray's first book for children. s.n., 1991.

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Book chapters on the topic "Book children"

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Fry, John, Gerald Sandler, and David Brooks. "Catarrhal Children." In Disease Data Book. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4149-6_6.

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Rudd, David. "The Children’s Book — Not Suitable for Children?" In Reading the Child in Children’s Literature. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32236-4_8.

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Scherer, Lexie. "The Materiality of the Book." In Children, Literacy and Ethnicity. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137537379_5.

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Inman, Tracy Ford, and Jana Kirchner. "Introduction: Tips for Reading This Book." In Parenting Gifted Children 101. Routledge, 2021. http://dx.doi.org/10.4324/9781003237013-1.

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Takiuchi, Haru. "Class and Children’s Book Criticism." In British Working-Class Writing for Children. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55390-0_7.

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Ruttkay, Zsófia, Judit Bényei, and Zsolt Sárközi. "Evaluation of Interactive Children Book Design." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07698-0_14.

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Hunter, Adrienne D., Donalyn Heise, and Beverley H. Johns. "Introduction and Purpose of this Book." In Art for Children Experiencing Psychological Trauma. Routledge, 2018. http://dx.doi.org/10.4324/9781315301358-1.

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Gary, Lelonek. "Children and Adolescents with Psychiatric Emergencies." In Big Book of Emergency Department Psychiatry. Productivity Press, 2017. http://dx.doi.org/10.1201/b21955-16.

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Sanson, Ann V., and Susie E. L. Burke. "Climate Change and Children: An Issue of Intergenerational Justice." In Peace Psychology Book Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_21.

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Maternowska, M. Catherine, Deborah Fry, Alina Potts, and Tabitha Casey. "Beyond Risk Factors: Structural Drivers of Violence Affecting Children." In Peace Psychology Book Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_9.

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Conference papers on the topic "Book children"

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Figueiredo, Ana Carina, Ana Lúcia Pinto, Pedro Branco, Nelson Zagalo, and Eduarda Coquet. "Bridging book." In IDC '13: Interaction Design and Children 2013. ACM, 2013. http://dx.doi.org/10.1145/2485760.2485867.

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Ratri, Dianing, and Yoomi Choi. "Children book app as emotional learning media." In IMCOM '17: The 11th International Conference on Ubiquitous Information Management and Communication. ACM, 2017. http://dx.doi.org/10.1145/3022227.3022298.

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Tyshchenko, Tetiana. "CHILDREN`S BOOK ILLUSTRATION AND INTERACTIVE TECHNOLOGY." In PROBLEMAS Y PERSPECTIVAS DE LA APLICACIÓN DE LA INVESTIGACIÓN CIENTÍFICA INNOVADORA, chair Kalina Pashkevich, Anastasiia Tereshchenko, and Alina Verzhykivska. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-11.06.2021.v1.68.

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Milton, Ashlee, Levesson Batista, Garrett Allen, Siqi Gao, Yiu-Kai D. Ng, and Maria Soledad Pera. "“Don’t Judge a Book by its Cover”: Exploring Book Traits Children Favor." In RecSys '20: Fourteenth ACM Conference on Recommender Systems. ACM, 2020. http://dx.doi.org/10.1145/3383313.3418490.

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Papadaki, Eleni, Xenophon Zabulis, Stavroula Ntoa, et al. "The book of Ellie: An interactive book for teaching the alphabet to children." In 2013 IEEE International Conference on Multimedia and Expo Workshops (ICMEW). IEEE, 2013. http://dx.doi.org/10.1109/icmew.2013.6618341.

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Zhang-Kennedy, Leah, and Sonia Chiasson. "Teaching with an Interactive E-book to Improve Children's Online Privacy Knowledge." In IDC '16: Interaction Design and Children. ACM, 2016. http://dx.doi.org/10.1145/2930674.2935984.

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Rahim, Nor Zairah Ab, and Noor Haniza Abu Bakar. "e-Book use by Malaysian primary school children." In 2014 Fourth International Conference on Digital Information and Communication Technology and its Applications (DICTAP). IEEE, 2014. http://dx.doi.org/10.1109/dictap.2014.6821666.

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Broe, Rosalind, Janine Reynolds, and Heather Elphick. "P071 Psychological morbidity in children with narcolepsy." In BSS Scientific Conference Abstract Book, Birmingham, England. British Thoracic Society, 2019. http://dx.doi.org/10.1136/bmjresp-2019-bssconf.71.

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Mutalib, Ariffin Abdul, Asmidah Alwi, and Sobihatun Nur Abdul Salam. "The acceptance of e-Book readers among Malaysian children." In Informatics (ICOCI). IEEE, 2006. http://dx.doi.org/10.1109/icoci.2006.5276513.

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Hill, Claire, Kieran Murphy, Ruth Kingshott, and Nicki Barker. "P015 Sleep-related problems in children with osteogenesis imperfecta." In BSS Scientific Conference Abstract Book, Birmingham, England. British Thoracic Society, 2019. http://dx.doi.org/10.1136/bmjresp-2019-bssconf.15.

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Reports on the topic "Book children"

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Olivier Nsengimana, Olivier Nsengimana. A conservation comic book: Involving Rwandan children in saving endangered Grey Crowned Cranes. Experiment, 2014. http://dx.doi.org/10.18258/3557.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, 2015. http://dx.doi.org/10.15760/honors.147.

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Adukia, Anjali, Alex Eble, Emileigh Harrison, Hakizumwami Birali Runesha, and Teodora Szasz. What We Teach About Race and Gender: Representation in Images and Text of Children’s Books. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29123.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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