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Journal articles on the topic 'Book for young'

Author: Grafiati

Published: 24 April 2022

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1

Gallagher, Jennifer, and Melissa Wrenn. "Young, Gifted, Black . . . and Country:." Theory & Practice in Rural Education 10, no. 2 (2020): 46–62. http://dx.doi.org/10.3776/tpre.2020.v10n2p46-62.

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This article shares findings from a critical content analysis of five contemporary nonfiction children’s books. Each book centers on a gifted Black historical figure who spent at least part of their childhood in a rural setting. The analysis, using a funds-of-knowledge and community-cultural-wealth approach, revealed the situated nature of the child’s giftedness, including intersectional oppression they faced, various ways they enacted giftedness within their rural setting, and a reciprocal relationship with their community. In each book, the youth’s giftedness was supported by the community but also positively impacted the community.

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2

Dawkins, Beth Kara. "This Book or That Book? A Book Selection Study, Book Selection Checklist, and How Educators Can Select Books That Engage Young Readers of Color and Possibly Improve Reading Achievement." International Research in Higher Education 2, no. 4 (2017): 38. http://dx.doi.org/10.5430/irhe.v2n4p38.

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This study examined book selection strategies of young African American and Latino readers from lower socioeconomic backgrounds, with the intent of uncovering the content of books these students find interesting and engaging. Students’ book selections may indicate the book content young readers find interesting; and numerous studies indicate that reading interest is connected to reading engagement, reading amount and reading achievement (Guthrie & Wigfield, 2000). As national achievement data show, African American and Latino students, and individuals from lower socioeconomic backgrounds are scoring below level in reading (NAEP, 2009; 2011), and the ultimate goal of this inquiry is to gain insight towards improving literacy achievement and closing the reading achievement gap for these students. A mixed-methods study- qualitative and quantitative- was conducted with 160 kindergarten students from a school district in the Southern region of the United States, and informing the study is a prior international experience in the country of Albania, Eastern Europe. Results indicated that students select books that contain well-developed story content as well as culturally-relevant content, and emerging from the study is a book selection checklist that educators can use to select quality literature for young readers.

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Souisa, Threesje R., Jenny Lekatompessy, and Marcy Ferdinandus. "DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY." JURNAL TAHURI 17, no. 2 (2020): 84–95. http://dx.doi.org/10.30598/tahurivol17issue2page84-95.

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Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.

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4

Schlichter, Carol L. "Book Bait III: Using Books to Lure Bright Students." Gifted Child Today Magazine 15, no. 3 (1992): 57–60. http://dx.doi.org/10.1177/107621759201500332.

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Book Bait consists of a series of articles designed to help parents and teachers provide appropriate books for their young readers. The books recommended here represent the wide variety of interests of today's youth. These articles will be compiled and published as a forthcoming GCT Inc. book.

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5

Schlichter, Carol L. "Book Bait V: Using Books to Lure Bright Students." Gifted Child Today Magazine 15, no. 5 (1992): 18–21. http://dx.doi.org/10.1177/107621759201500506.

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Book Bait consists of a series of articles designed to help parents and teachers provide appropriate books for their young gifted readers. The books recommended here represent the wide variety of interests for today's youth. These articles will be published as a forthcoming GCT Inc. book.

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6

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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7

Vignieri, S. "Young Adult Science Book." Science 334, no. 6060 (2011): 1206. http://dx.doi.org/10.1126/science.334.6060.1206-a.

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8

Oktarina, Putu Santi, Ni Putu Lila Sri Hari, and Ni Made Winda Ambarwati. "The Effectiveness of Using Picture Book to Motivate Students Especially Young Learners in Reading." Yavana Bhasha : Journal of English Language Education 1, no. 1 (2020): 72. http://dx.doi.org/10.25078/yb.v1i1.1379.

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<p>This journal aims to investigate the effectiveness of PICTUREBOOK in resolve the problem of low interest in reading, especially for young learners. Reading is something that is learned. Reading means gaining an understanding of the written symbols represented by the sounds of oral language. This is an important skill to learn as it opens the doors to further studying, better job opportunities and to a whole other world that happens in print. There are many strategies that can be used to teach reading for young learners one of them is by using a picture book. A picture book is a book contained illustrations on each page accompanied by texts which tell about the same story told by the illustrations. In this journal, the authors use a qualitative research method, by reviewing some journals from other researchers. The result of this research proves that picture books can improve and motivate young learners to enhance and also motivate young learners to prefer reading. Picture books can visualization literacy skills and train children to comprehend the story from multiple perspectives.</p>

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9

Young, Terry, and Barbara Ward. "Taking Action: Inviting Diversity into Our Classrooms through Literature." Journal of Invitational Theory and Practice 22 (December 6, 2021): 83–92. http://dx.doi.org/10.26522/jitp.v22i.3505.

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So much recent attention has been focused on the need for quality books featuring diverse characters, themes and settings. While parents and teachers may look to annual book lists selected for the International Literacy Association’s Notable Books for a Global Society, the United States Board on Books for Young People’s Outstanding International Books, and the Jane Addams Peace Association’s Children’s Book Awards, there are several new trade books for young readers that seem perfectly poised to help readers explore the meaning of diversity as well as learn more about the wide world around them. Here are some recent favorites that explore some territory previously untrammeled.

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10

Shamir, Adina. "Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–14. http://dx.doi.org/10.1177/016146811711901315.

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The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

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11

Hill, Susan, Anne Glover, and Michael Colbung. "My Favourite Book! Young Aboriginal Children's Book Choices." Australasian Journal of Early Childhood 36, no. 1 (2011): 77–84. http://dx.doi.org/10.1177/183693911103600113.

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12

Warren, Ruby Muriel Lavallee. "Parents of Young Children Select Picture Books Based on Information Not Found in Bibliographic Records." Evidence Based Library and Information Practice 11, no. 3 (2016): 79. http://dx.doi.org/10.18438/b8x051.

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A Review of: Švab, K. & Žumer, M. (2015). The value of a library catalog for selecting children's picture books. Cataloging & Classification Quarterly, 53(7), 717-737. doi: 10.1080/01639374.2015.1044059  Objective – To determine how parents select picture books for their children, and which bibliographic data are important when selecting a specific version of a title with multiple interpretations.  Design – Qualitative, with interviews and task-based controlled observational studies.  Setting – A public library in Slovenia.  Subjects – 36 parents of children between one and 6 years of age.  Methods – The researchers recruited parents via convenience sampling in non-library, family-oriented locations (parks, playgrounds, beaches, and others). Participants were all interviewed regarding their methods of picture book selection and their use of library catalogues. Participants were then given six print bibliographic records for copies of Cinderella, available in libraries, and asked to select a book for their child based solely on these records. They were then presented with their selection and interviewed regarding their satisfaction with the book selected and their decision-making process. Finally, the researchers presented participants with all six physical copies of the book that had been represented by bibliographic records, and asked participants to select one of the books for their child. The researchers then interviewed participants regarding what information about the physical books should be included in records to assist in their decision-making.  Main Results – Interviews indicated that the majority of participants did not use the library catalogue to select books for their children, and did not expect librarian or bookseller assistance. Many participants expressed browsing behaviours as the primary method of obtaining new picture books, and the strongest criteria for picture book selection among participants were subjective judgements regarding illustrations and content. However, when asked to use just bibliographic records to select a version of Cinderella, most participants selected a title using the author field and year of publication. 67% of participants were then dissatisfied with their selection due to factors such as illustration type, font size, and length or complexity of text. When choosing from all six physical copies, most participants disregarded condition issues and selected the oldest edition, favouring its colourful illustrations and textual length.  Conclusions – The authors concluded that illustrations and book content were more important than other factors, including physical condition of the book, and that existing library catalogues were inadequate for picture book selection. They suggested that library catalogues should include further information about picture books, such as cover images, sample pages, book condition, and information about the type of text (whether it is the original, abridged, or an adaptation). They supported this by explaining that participants used the bibliographic fields already available (author, year of publication) to try and guess at what they actually considered important (the aforementioned suggested fields). In addition, they believed that their study indicated that users require a transparent and systematic way to review and compare versions of a given text. Finally, the authors recommended further study using enriched bibliographic records and additional data collection methods, such as focus groups and questionnaires. The authors have several further studies in this area planned.

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13

Tomsu, Lindsey. "Book Review: Intellectual Freedom for Teens: A Practical Guide for Young Adult and School Librarians." Reference & User Services Quarterly 55, no. 1 (2015): 67. http://dx.doi.org/10.5860/rusq.55n1.67a.

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Intellectual Freedom for Teens is a short, easy-to-read introduction to the topic of intellectual freedom (IF). The book’s raison d’être is the fact that many young adult (YA) librarians deal with unexpected book challenges because a large proportion of the titles on ALA’s annual Frequently Challenged Books list are YA books that are popular among teens, used in classrooms, or both. The book aims to introduce librarians to the issues involved in championing for teens’ intellectual freedom rights, specifically the right to read.

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14

Beardslee, William R. "Book ReviewSuicide in the Young." New England Journal of Medicine 312, no. 3 (1985): 191–92. http://dx.doi.org/10.1056/nejm198501173120327.

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15

McKim, Donald K. "Book Review: The Young Calvin." Theological Studies 49, no. 4 (1988): 747–48. http://dx.doi.org/10.1177/004056398804900416.

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16

Bates, James. "Book Reviews : For Young People." Expository Times 100, no. 7 (1989): 277–78. http://dx.doi.org/10.1177/001452468910000734.

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17

Rahmawati, Eulis, and Ninik Britiviliani. "Use of Picture Books to Expose Young Learners Writing Activities." Loquen: English Studies Journal 11, no. 02 (2018): 59. http://dx.doi.org/10.32678/loquen.v11i02.1033.

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Teaching English to Young learner has been becoming an important issue in many countries. One of the English teaching activities in language class is writing activities. In teaching writing to young learners teacher need to provide an interesting stimulus which may enable the children enthusiastically to express their intension, expression and ideas. Among the fun media that can stimulate children skill of writing, there is one alternative to use that is picture books. From the experimental study that apply picture book to expose students writing skill, the findings indicate that picture book significantly influence the students creativity in writing activities as the students are more focus on finding the ideas to write.

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18

Has-Tokarz, Anita. "Przyjemność (z) konsumowania… Książki kucharskie jako element systemów rozrywki dla dzieci (konteksty kultury konsumpcyjnej i medialnej)." Literatura i Kultura Popularna 25 (July 28, 2020): 127–47. http://dx.doi.org/10.19195/0867-7441.25.8.

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The contemporary market of books for children and teenagers, despite observable short-term periods of decline, is still one of the most stable and profitable segments of the Polish publishing and book market as publishing industry reports show. Publishing houses obtain guaranteed profits first of all from global bestsellers targeted both at the youngest readers and at teenagers. The present article discusses the phenomenon of branding, i.e. the creation of global brands in the sector of books for young readers. Branding has now become an important instrument of international book marketing, while the so-called brand policy occupies a significant position in the marketing tactics of publishers operating in the segment of books for young readers. The observation of the media in the worldwide and domestic market allows us to see a ten-dency towards the professionalisation of children’s culinary culture. A manifestation of this phenom-enon is inter alia the development of the toy industry associated with the manufacture of culinary accessories, as well as the annexation of the media space reserved for children and the young. Within it, we can notice the multiplication of culinary TV programmes, while more and more Internet culin-ary projects, little chef online games, and applications for mobile devices are becoming available. A culinary “thematic turn” is also taking place in the book market for children and young people. After 1989, impressive qualitative and quantitative changes took place in the cookbook segment for the youngest readers. This evolution covered their new thematic variants and editorial styles, as well as media formats (culinary audiobooks and e-books), which reflected the global fash-ions and ideas characteristic of consumer culture, as well as evidenced the culinary emancipation of the youngest. The report will show diverse variants of present-day cookbooks for young readers linked with children’s entertainment supersystems.

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19

Glascoe, Frances P., William R. Moore, James Henderson, and Elaine D. Martin. "REVIEWS OF LAY LITERATURE ON CHILD CARE: WHAT PARENTS ARE READING." Pediatrics 83, no. 6 (1989): A18. http://dx.doi.org/10.1542/peds.83.6.a18.

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Frankel A: Once Upon a Potty: His (Hers). New York, NY: Barron's: 1980; list price $4.95. (#3 on the 1988 bestseller list of books on child care of the Ingram Book Co, distributors of trade books). It is hard to tell why this book is categorized with books on child-rearing. It is essentially a children's book without much information and virtually no guidance, except perhaps to emphasize that toilet training often takes a long time. Using the euphemisms, "poo-poo" and "wee-wee," the book colorfully and graphically depicts the story of Joshua, his new potty, and his first successful experience with it. The pictures show only a mother and not a father having a role. Young children may not recognize the potty as such because the example is atypical. The companion book is identical except that the leading character is named Prudence. The book is certainly easy to read and at an early elementary level.

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20

Boyarshinova, E. "Ethical Problems of Young-Adult Genre and Book Video Bloging, As Formation of a Reading Circle in Modern Youth." Scientific Research and Development. Modern Communication Studies 9, no. 1 (2020): 27–31. http://dx.doi.org/10.12737/2587-9103-2020-27-31.

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This paper examines the history and current state of literature for teenagers. In modern criticism young-adult genre stands out in literature for adolescents. An introductory excursion into the history of the concept of “young adults” and literature for this category of readers is given. Criticism of such works is considered by video bloggers who place their clips on Youtube platform. It is analyzed whether these responses affect the book market conditions. According to the most conservative estimates, more than half of the literature published by major publishers is Young-adult books. They are read not only by teenagers, but also by adults who want to immerse themselves in their youth. The theme of Young-adult literature is serious and multifaceted. It attracted both professional authors, whose works become real literary events, and young, non-professional authors. The study of these works is important from the point of view of studying the sociology of teenage life, to understand what young people live, what problems are reflected in such works, albeit in a crooked mirror.

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21

Hoggarth, Michael. "Letter to a Young Scientist." Ohio Journal of Science 114, no. 2 (2014): 4. http://dx.doi.org/10.18061/ojs.v114i2.4830.

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22

Flanagan, Dawn P., and Judy L. Genshaft. "Book Review: Assessment of young children." Journal of Psychoeducational Assessment 14, no. 2 (1996): 166–73. http://dx.doi.org/10.1177/073428299601400207.

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23

Tadesse, Selamawit, and Patsy Washington. "Book Ownership and Young Children's Learning." Childhood Education 89, no. 3 (2013): 165–72. http://dx.doi.org/10.1080/00094056.2013.792688.

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24

McConachie, Helen. "Book reviews : Helping young children grow." Child Language Teaching and Therapy 4, no. 3 (1988): 369–70. http://dx.doi.org/10.1177/026565908800400320.

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25

Goldstein, Beverley Prevatt. "Book Review: Ethnicity and Young People." Adoption & Fostering 27, no. 1 (2003): 86. http://dx.doi.org/10.1177/030857590302700117.

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26

Brown, Susannah, and Janet Leigh Towell. "Engaging Young Writers Through Book Design." Kappa Delta Pi Record 51, no. 4 (2015): 185–89. http://dx.doi.org/10.1080/00228958.2015.1089622.

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27

Cook, Audrey C. H. "Book Review: Young People in Europe." Work, Employment and Society 20, no. 3 (2006): 615–16. http://dx.doi.org/10.1177/0950017006066902.

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28

Sullivan, Larry D. "Book Review: Young Children in China." School Psychology International 8, no. 4 (1987): 284–85. http://dx.doi.org/10.1177/014303438700800413.

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29

Beattie, TF. "Book review: Injury in the young." Trauma 1, no. 3 (1999): 265. http://dx.doi.org/10.1177/146040869900100310.

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30

Wallace, Belle. "Book Review: Young, Gifted and Black." Gifted Education International 10, no. 2 (1995): 98. http://dx.doi.org/10.1177/026142949501000214.

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31

Townsend, Rick D. "Book Review: Learning from Young Children." Perspectives: Journal of the Early Childhood Music & Movement Association 7, no. 1 (2012): 23–24. http://dx.doi.org/10.1386/ijmec_0194_5.

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32

Sourbut, Philip. "Book Review: Young People and Faith." Expository Times 117, no. 10 (2006): 437–38. http://dx.doi.org/10.1177/0014524606067228.

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33

Mannarino, Anthony P. "Sexual Abuse of Young Children (Book)." Journal of Clinical Child Psychology 16, no. 4 (1987): 377–78. http://dx.doi.org/10.1207/s15374424jccp1604_17.

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34

Carney, Terry. "Book Review: Dealing with Young Offenders." Australian & New Zealand Journal of Criminology 22, no. 4 (1989): 277–78. http://dx.doi.org/10.1177/000486588902200407.

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35

Widyaningrum, Agnes. "CONVERSATIONAL IMPLICATURE APPLIED IN YOUNG LEARNER’S RUMPELSTILTSKIN." Dinamika Bahasa dan Budaya 13, no. 2 (2018): 20–28. http://dx.doi.org/10.35315/bb.v13i2.6454.

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English children story book is written aimed at boosting their English reader’ proficiency as well as their performance in reading. This study is conducted to analyze the conversational implicature recognized in children story book. The object of the study is the story entitled Rumpelstiltskin published by Indian publisher. This study is conducted aimed at finding kinds of conversational implicature recognized in the Young Learner’s story book. Children story book written in English is published to help them learn English. English in Indonesia is as the first foreign language learnt while other countries within Asian continent have English as their second language. TEFL in Indonesia needs more time to make Indonesian students accustomed to use English in their daily conversation. Book is written in many genres and one of it is narrative. Narrative text type is commonly found in the story therefore the author used their imagination in order to help the readers build their own imagination. Building imagination is part of the activity to help children to be creative. The children are still on their growing period therefore they need many stimulus to help them gain more information stored in their brain. India is one of Asian’s country which English as their second language therefore Indian people speak English better than Indonesian. Though Indian as a country is similar to Indonesia in terms of population but they are more productive in using English. Indonesian people should learn from Indian people in using English since English language is used formally at public places including school. Indian authors are also more productive in writing and one of the writing that I analyze in this study is the children’s story belongs to Young Learner’s series. I chose Indian book because I believe that children’s reader will learn and understand English language easily. Keywords: reading, English story book, conversational implicature

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36

Garber, Marjorie. "Dig It: Looking for Fame in All the Wrong Places." PMLA/Publications of the Modern Language Association of America 126, no. 4 (2011): 1076–84. http://dx.doi.org/10.1632/pmla.2011.126.4.1076.

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The national book award for nonfiction was given in 2010 to Patti Smith for her book just kids. Since Patti Smith is a rock star as well as a poet and “punk icon,” her heartfelt remarks at the awards ceremony did more for the book business than any other tribute could have done. Smith told the assembled guests that as a young woman working at the Scribner Book Store, shelving books emblazoned with the National Book Award logo, she had dreamed of writing such a book herself. She concluded her acceptance speech with an impassioned defense of the printed book: “Please, no matter how we advance technologically, please never abandon the book. There is nothing in our material world more beautiful than the book” (“National Book Awards—2010”).

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37

Grendler, Paul F. "Form and Function in Italian Renaissance Popular Books." Renaissance Quarterly 46, no. 3 (1993): 451–85. http://dx.doi.org/10.2307/3039102.

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Form and Function are Closely connected in books. The physical appearance of books indicates purpose and intended readership. A combination of size, type, and page layout offers visible signals informing the reader of the content before he begins to read a book. Books that look different are different. They have different subject matters, purposes, and readerships.Anyone browsing in a bookstore in the late twentieth century knows this. Today an illustration on the cover provides the most obvious clue concerning the subject matter and purpose of a book. When the cover shows a handsome man with a scowl on his face and a gun in his hand along with a beautiful young woman in distress—and possibly some degree of undress—we know that the book is a “thriller.” When the cover shows a spaceship, we know that the book is science fiction.

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38

Roper, Emily A., and José A. Santiago. "Representation of Athletic Girls on Young Adult Sport Fiction Cover Art." Women in Sport and Physical Activity Journal 29, no. 1 (2021): 12–19. http://dx.doi.org/10.1123/wspaj.2020-0027.

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The purpose of this study was to examine how and how often athletic girls were represented on the cover art of young adult (YA) sport fiction. In this research, 154 YA sport fiction books were analyzed using quantitative content analysis. Using existing sport research and theory focused on women’s representation in sport media, the researchers developed a coding scheme to assess cover art for each of the following categories: (a) presence and racial representation of female character/s on cover; (b) portrayal of female body on cover (whole body, partial body/with head, or partial body/without head); (c) portrayal of female character as active or passive; (d) portrayal of female character in or out of athletic uniform; (e) portrayal of female character in or out of the sport setting; (f) presence of sport equipment; and (g) type of cover. Findings revealed that 81% of the book covers had a female character in which 29% of the covers displayed the whole body, 47% displayed partial body/with head, and 23% displayed partial body/with no head of the female character. Only 0.06% of the book covers had a female character of color. Approximately 31% of the female characters were displayed in active positioning, 58% in athletic attire, and 44% in the sport setting. Of the books reviewed, 55% displayed equipment on the cover. The findings indicate that athletic girls have few images on YA sport fiction cover art that accurately represent their athleticism, and there is a clear absence of diverse representation. It is critical that those responsible for the design and layout of book covers clearly represent active females in action, in uniform, and in the sport context.

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39

DeBaryshe, Barbara D., and Janeen C. Binder. "Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children." Perceptual and Motor Skills 78, no. 3_suppl (1994): 1303–11. http://dx.doi.org/10.2466/pms.1994.78.3c.1303.

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This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-reading sessions.

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Davies, Kayt. "REVIEW: An important book for young journalism academics." Pacific Journalism Review 23, no. 1 (2017): 263. http://dx.doi.org/10.24135/pjr.v23i1.318.

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What is Journalism? The Art and Politics of a rupture, by Chris Nash. London: Palgrave Macmillan. 2016. 247 pages. ISBN 978-1-137-39933-5CHRIS NASH wrestles with ideas with rare intensity. His new book What is Journalism takes something so familiar to us, journalism, and peels back layer after layer of assumptions about what makes it singular and distinctive and what gives it parity with the other academic disciplines. More importantly though this book is a how-to guide for best-practice journalists and journalism academics looking for a lexicon to describe journalism work in a methodological way.

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Neuman, Susan B., and Naomi Moland. "Book Deserts: The Consequences of Income Segregation on Children’s Access to Print." Urban Education 54, no. 1 (2016): 126–47. http://dx.doi.org/10.1177/0042085916654525.

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We examine the influence of income segregation on a resource vital to young children’s development: a family’s access to books in early childhood. Income segregation reflects the growing economic segregation of neighborhoods for people living in privilege (1%) compared with those in poverty or near-poverty (20%). After describing recent demographic shifts, we examine access to print for children in six urban neighborhoods. Results indicate stark disparities in access to print for those living in concentrated poverty. We argue that such neighborhoods constitute “book deserts,” which may seriously constrain young children’s opportunities to come to school “ready to learn.”

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Souza, Renata Junqueira de, Flávia Brocchetto Ramos, and Jeff Stevenson. "No words, just pictures to tell the history of humanity: an art case in Bocejo." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 2 (2018): 219–132. http://dx.doi.org/10.5007/2175-8026.2018v71n2p219.

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Wordless books are traditionally associated with illiterate children. However, many of them have fragmented and dense proposal, assuming skills and prior knowledge that a young reader would hardly have. Thus, in research whose focus is on books for children selected by the Brazilian – National Program of the School Library (PNBE), we chose to study Ilan Brenman and Renato Moriconi’s Bocejo. The book consists of apparent isolated scenes that, joined together, form a unique whole, dialoguing with stages that show the history of humanity – from bible’s Eve to the arrival of man on the moon or from the act of an individual reader to the interaction with the book. Lack of words that could guide the understanding of the reader, temporal gaps between scenes and the multiplicity of elements which compose each picture lead to structure and thematic fractures, that complicate the reception of the book by the beginning reader. The meanings of the story emerge by a picture and the articulation with the fact that the character represented is referring to. The proposal of the work prioritizes the emancipatory nature of the reader, however, in the case of young readers, mediation is necessary to help children in the process of comprehension, understanding the book and the art process involved in this humanity path.

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Odebiyi, Oluseyi Matthew, Cynthia Sunal, and Dennis Sunal. "What if you are someone new?" Social Studies Research and Practice 15, no. 2 (2020): 141–54. http://dx.doi.org/10.1108/ssrp-12-2019-0059.

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PurposeThis early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.Design/methodology/approachStudents are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.FindingsThe books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.Originality/valueSomeone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.

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Brown, Michelle I., Marleen F. Westerveld, and Gail T. Gillon. "Early Storybook Reading with Babies and Young Children: Parents' Opinions and Home Reading Practices." Australasian Journal of Early Childhood 42, no. 2 (2017): 69–77. http://dx.doi.org/10.23965/ajec.42.2.09.

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PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.

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Wrigley, Liam. "Book Review." Boyhood Studies 13, no. 1 (2020): 128–30. http://dx.doi.org/10.3167/bhs.2020.130108.

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Peake, Julie. "Interviewing children and young people for research." Aotearoa New Zealand Social Work 32, no. 4 (2020): 174–76. http://dx.doi.org/10.11157/anzswj-vol32iss4id804.

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Rashid, Hussein. "Young Muslim America." American Journal of Islam and Society 36, no. 2 (2019): 82–84. http://dx.doi.org/10.35632/ajis.v36i2.584.

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Muna Ali’s Young Muslim America is a multi-layered, multi-disciplinary work that delivers a snapshot of American Muslim life, grounded in history and theory. She begins by saying she is looking at individual narratives embedded in a larger narrative “about being and belonging, about identity politics in a globalizing world where grand narratives of national and civilizational histories, secularism, and global wars are summoned” (4). The idea of “narrative” is repeated because it signals a primary methodological approach of the book, where narratives are seen as full of information used to navigate social realities (5).

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Kotaman, Huseyin, and Ali Kemal Tekin. "Informational and fictional books: young children's book preferences and teachers' perspectives." Early Child Development and Care 187, no. 3-4 (2016): 600–614. http://dx.doi.org/10.1080/03004430.2016.1236092.

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Pappas, Christine C. "Young children's strategies in learning the “book language” of information books." Discourse Processes 14, no. 2 (1991): 203–25. http://dx.doi.org/10.1080/01638539109544782.

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Dermata, Κaterina. "“My BEST friends, the books”." Journal of Research in Innovative Teaching & Learning 12, no. 2 (2019): 151–63. http://dx.doi.org/10.1108/jrit-01-2019-0009.

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Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase. Findings The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely. Originality/value Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.

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