Relevant bibliographies by topics / Oral reading. Preschool children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Oral reading. Preschool children'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Oral reading. Preschool children"

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Castro, Dina C., Bobbie B. Lubker, Donna M. Bryant, and Martie Skinner. "Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors." International Journal of Behavioral Development 26, no. 4 (July 2002): 334–44. http://dx.doi.org/10.1080/01650250143000229.

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This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letter-word identification, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identification and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identification than those who did not attend preschool. These findings support previous research on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children’s oral language and reading, and provide some evidence of the benefits of preschool among children living in poverty. Future research is recommended to identify the specific strategies used by low-income Peruvian parents with high expectations to support their children’s language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children’s language and reading skills.
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Murphy, Kimberly A., Laura M. Justice, Ann A. O'Connell, Jill M. Pentimonti, and Joan N. Kaderavek. "Understanding Risk for Reading Difficulties in Children With Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1436–47. http://dx.doi.org/10.1044/2016_jslhr-l-15-0110.

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Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.
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Language and Reading Research Conso, Carol Mesa, and Gloria Yeomans-Maldonado. "The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1755–74. http://dx.doi.org/10.1044/2019_jslhr-l-17-0146.

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Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.
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Kaderavek, Joan N., and Elizabeth Sulzby. "Narrative Production by Children With and Without Specific Language Impairment." Journal of Speech, Language, and Hearing Research 43, no. 1 (February 2000): 34–49. http://dx.doi.org/10.1044/jslhr.4301.34.

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The research reported in this paper was based on the premise that oral and written language development are intertwined. Further, the research was motivated by research demonstrating that narrative ability is an important predictor of school success for older children with language impairment. The authors extended the inquiry to preschool children by analyzing oral narratives and "emergent storybook reading" (retelling of a familiar storybook) by two groups of 20 children (half with, half without language impairment) age 2;4 (years;months) to 4;2. Comparative analyses of the two narrative genres using a variety of language and storybook structure parameters revealed that both groups of children used more characteristics of written language in the emergent storybook readings than in the oral narratives, demonstrating that they were sensitive to genre difference. The children with language impairment were less able than children developing typically to produce language features associated with written language. For both groups, middles and ends of stories were marked significantly more often within the oral narratives than the emergent readings. The children with language impairment also had difficulty with other linguistic features: less frequent use of past-tense verbs in both contexts and the use of personal pronouns in the oral narratives. Emergent storybook reading may be a useful addition to language sampling protocols because it can reveal higher order language skills and contribute to understanding the relationship between language impairment and later reading disability.
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Gabas, Clariebelle, Leesa Marante, and Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.

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Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.
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Chang, Chien-ju. "Linking early narrative skill to later language and reading ability in Mandarin-speaking children." Narrative Inquiry 16, no. 2 (December 15, 2006): 275–93. http://dx.doi.org/10.1075/ni.16.2.04cha.

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The aim of this study is to examine the relationship between Mandarin Chinese-speaking children’s narrative skill in telling personally experienced stories in preschool and their later language and reading ability. Fourteen Mandarin-speaking children, 8 boys and 6 girls, were visited at home when they were 3;6, 7;5, and 10;1. The children were asked to tell personal narratives to the experimenter at 3;6 and 7;5 and to complete word definition, receptive vocabulary, and Chinese reading comprehension tests at 7;5 and 10;1. Two of the children’s stories with the greatest number of narrative clauses were selected and measured using adaptations of the narrative assessment profile developed by McCabe and Bliss (2003). A number of significant positive correlations were observed between the children’s narrative skills and their receptive vocabulary, definition, and reading comprehension abilities. These findings suggest that the children who had good narrative skill in preschool also performed better in reading comprehension and language tasks in primary school. This study shows that the continuous and interrelated relationship between early oral narrative and later language and literacy is evident not only in English-speaking children but also in Mandarin-speaking children. The educational implications for this study are highlighted.
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Pazeto, Talita de Cassia Batista, Alessandra Gotuzo Seabra, and Natália Martins Dias. "Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations." Paidéia (Ribeirão Preto) 24, no. 58 (May 2014): 213–22. http://dx.doi.org/10.1590/1982-43272458201409.

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Executive functions (EF) and oral language (OL) are important for learning reading and writing (RW) and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attention in the field of EF. Significant correlations were found between the measurements assessing the same cognitive domain, as well as inter-domain, although portraying a different pattern. The results indicate that OL and RW seem to develop rapidly in the course of preschool, while the EF have slower development. The fields of OL and RW, EF and RW are more interdependent, and EF and OL are relatively independent.
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Grofčíková, Soňa, and Monika Máčajová. "Abilities of phonological awareness in the context of cognitive development in preschool age." Journal of Language and Cultural Education 5, no. 3 (September 1, 2017): 46–56. http://dx.doi.org/10.1515/jolace-2017-0027.

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Abstract Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of children in preschool age. It is an output of the research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.
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Dickinson, David K., Julie A. Griffith, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek. "How Reading Books Fosters Language Development around the World." Child Development Research 2012 (February 7, 2012): 1–15. http://dx.doi.org/10.1155/2012/602807.

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Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.
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Fong, Cathy Yui-Chi, and Connie Suk Han Ho. "Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study." First Language 39, no. 3 (February 26, 2019): 281–97. http://dx.doi.org/10.1177/0142723719830868.

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Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children – poor comprehenders (PCs) – who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified three groups – poor decoders, PCs, and average readers – among 103 Chinese children at the end of first grade. Children’s performances in reading and cognitive-linguistic measures, both concurrently at first grade and retrospectively at kindergarten levels two and three, were then compared among the three groups. This study is the first to demonstrate the distinct cognitive profiles of poor decoders and PCs in Chinese. The key cognitive-linguistic weaknesses of Chinese PCs were found to be in oral discourse skills and working memory. The retrospective data further revealed their oral discourse weakness as early as in preschool years at age 5. Practically, the necessity of developing assessment and intervention tools that focus on oral discourse skills for Chinese PCs is highlighted.
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Dissertations / Theses on the topic "Oral reading. Preschool children"

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Chan, Sin-kiu. "Properties of preschool Chinese implications for learning to read /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38885499.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-30) Also available in print.
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Markowsky, Mary Elaine. "The effects of an oral language supplement on writing to read for at risk and average kindergarten children /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778160.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: Jeannette E. Fleischner. Dissertation Committee: Linda Hickson Bilsky. Bibliography: leaves 141-157.
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Udaka, Itsuko Jaime. "Cross-age peer tutoring in dialogic reading effects on the language development of young children /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/127/.

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Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.

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Tozzo, Ana Paula Silva. "Leitura em voz alta: julgamento de crianças quanto aos parâmetros de expressividade oral utilizados pelo professor." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20749.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-21T11:25:29Z No. of bitstreams: 1 Ana Paula Silva Tozzo.pdf: 914325 bytes, checksum: 6322dec5813ae4b71552831ed9d7aec6 (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Introduction: reading aloud by the teacher of early childhood education in the process of formation of the reading child is important and this is emphasized in the oral expressiveness. Objective: to investigate the judgment of children regarding the use of oral expressiveness parameters in reading aloud, at the moments before and after speech-language intervention. Method: this research was carried out in two stages. In the first one, two teachers participated in a workshop that worked with the resources of expressivity oral, in situation of reading aloud. Before and after this intervention, audiograved material was collected in which the teachers read a story. Oral expression parameters were studied in loud reading, such as pause, articulation, resonance, pitch and intensity, as well as questions related to breathing, with a focus on pneumono - articular coordination. In the second stage, this material was presented individually and randomly to 54 children between 5 and 6 years of age regularly enrolled in Pre-II in Early Childhood Education to verify if they perceived a difference in pre- and post-intervention recordings and by which they chose. Those who chose post-intervention were grouped into small groups to justify their choices. The data collected in the first stage were analyzed by the children in the light of a perceptive auditory evaluation. Result: the teachers reported improvement after the intervention with special attention in increasing the time and in the use of the expressive elements. There was a statistically significant association between the hearing condition. In the justifications of the children there was an association of sense and sometimes of sound from their listening. When the occurrences were quantified, it was verified that the expressive effects adopted by the teachers were associated more with the sense of voice (39) than with sound (27). Conclusion: the children, when judging the excerpts from reading aloud, before and after the speech therapy intervention with two teachers, were able to perceive differences in oral expressiveness emphasized more by expressions related to sense
Introdução: a leitura em voz alta realizada pelo professor de educação infantil no processo de formação da criança leitora é importante e essa se dá com ênfase na expressividade oral. Objetivo: investigar o julgamento de crianças quanto ao uso de parâmetros de expressividade oral em leitura em voz alta, nos momentos pré e pós-intervenção fonoaudiológica. Método: esta pesquisa foi realizada em duas etapas. Na primeira, dois professores participaram de uma oficina que trabalhou com os recursos de expressividade oral, em situação de leitura em voz alta. Antes e após essa intervenção, foi coletado material audiogravado em que as professoras leram uma história. Foram trabalhados parâmetros de expressividade oral na leitura em voz alta, tais como, pausa, articulação, ressonância, pitch e intensidade, além de questões referentes à respiração, com enfoque na coordenação pneumofonoarticulatória. Na segunda etapa, esse material foi apresentado individualmente e de forma aleatória para 54 crianças entre 5 e 6 anos de idade regularmente matriculada no Pré II na Educação Infantil para verificar se perceberam diferença nas gravações pré e pós-intervenção e por qual optaram. As que escolheram a pós-intervenção, foram reunidas em pequenos grupos para justificar suas escolhas. Os dados coletados na primeira etapa foram analisados pelas crianças à luz de uma avaliação perceptivo auditiva. Resultado: as professoras referiram melhora após a intervenção com especial atenção no aumento do tempo e no aproveitamento dos elementos expressivos. Houve associação estatisticamente significativa entre a condição ouvida. Nas justificativas das crianças houve uma associação ora do sentido, ora do som a partir de suas escutas. Quantificadas as ocorrências, verificou-se que os efeitos expressivos adotados pelas professoras associaram-se mais ao sentido da voz (39) do que ao som (27). Conclusão: as crianças, ao julgarem os trechos da leitura em voz alta, realizadas antes e após a intervenção fonoaudiológica com dois professores, foram capazes de perceber diferenças na expressividade oral salientadas mais por expressões relacionadas ao sentido
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Taylor, Nicole A. "Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/74.

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Studies have examined the impact of parents’ educational level on their child’s emergent literacy skills and have found positive associations (Korat, 2009). However, a review of the literature indicates that previous studies have not investigated whether parents’ oral and written language skills relate to their child’s emergent oral and written language skills. This is important in light of the fact that parents’ educational level does not provide a complete picture of their academic skills (Greenberg, 1995). In addition to parental characteristics, the home literacy environment (HLE) is seen as important in the growth of children’s emergent literacy skills (Hood, Conlon, & Andrews, 2008). The two studies in this investigation explored the relationships among parental oral and written language skills, the HLE, and preschoolers’ emergent literacy skills. Both studies included 96 parent-child dyads. The first study examined the relationship between parents’ oral and written language skills and their preschoolers’ oral and written language skills. All participants were assessed on various oral and written language measures. Descriptive analyses, one-way Analysis of Variance (ANOVA), correlations, and regressions were conducted to assess the relationships between the parent skills and child skills. Most of the parental skills were found to have a relationship with the child skills. The second study extended the first study by examining the relationships between parental responses on a Home Literacy Environment Survey (HLES) and Title Recognition Test (TRT) of children’s books, parental characteristics (educational level and oral and written language skills), and children’s emergent literacy skills. Descriptive analyses, one-way ANOVA, correlations, and regressions were employed to gain information about the relationships among the variables. The HLE (measured by responses to the HLES and TRT) had positive relationships with parents’ skills and children’s skills. However, the HLE did not predict the children’s skills beyond the contribution of parental characteristics. Interpreting the results of this study promotes thought about the specific role of the HLE as a potential mediator between parental characteristics and child skills. Altogether, both studies provide preliminary information about parental factors that may influence preschoolers’ emergent literacy skills.
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Gutå, Åsa, and Frida Jägbeck. "Barnlitteratur och högläsning i förskola och hem." Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7617.

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Vårt syfte med examensarbetet har varit att undersöka hur förskollärare och föräldrar arbetar med barnlitteratur och högläsning i förskola och hem. Vi intervjuade därför fyra förskollärare samt lät föräldrarna till de barn som går på intervjupersonernas avdelningar fylla i en enkät. För att få kunskap om varför och hur man kan arbeta med barnlitteratur och högläsning använde vi oss av litteraturundersökning. Genom vårt intervjumaterial fann vi att förskollärarna arbetar med barnlitteratur och högläsning i olika grad och med olika metoder. Alla föräldrar i vår enkätundersökning läser högt för sina barn. Samtliga förskollärare och en majoritet av föräldrarna använder sig av bibliotek. Det finns ett samarbete mellan förskola och bibliotek men inget samarbete mellan förskola och hem när det gäller barnlitteratur och högläsning.

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Du, Yanlin Rennan. "Oral health of preschool children with and without cerebral palsy." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B44173520.

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Panickar, Jayachandran. "Oral prednisolone for preschool children with acute virus-induced wheezing." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/28496.

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Background: Attacks of wheezing induced by upper respiratory viral infections are common in preschool children between the ages of 10 months and 6 years. Systematic review assessing the efficacy of various medications in the management of viral wheeze in this age group found no evidence for routine use of inhaled corticosteroids. A short course of oral prednisolone is widely used to treat preschool children with wheezing who present to a hospital, but there is conflicting evidence regarding its efficacy in this age group. Methods: We conducted a randomised, double-blind, placebo-controlled trial comparing a 5 day course of oral prednisolone (10mg once a day for children 10 to 24 months of age and 20 mg once a day for older children) with placebo in 700 children between the ages of 10 months and 60 months. The children presented to three hospitals in England with an attack of wheezing associated with a viral infection; 687 children were included in the intention-to-treat analysis (343 in the prednisolone group and 344 in the placebo group). The primary outcome was the duration of hospitalisation. Secondary outcomes were the score on the Preschool Respiratory Assessment Measure, salbutamol use, and a 7-day symptom score. Results: There was no significant difference in the duration of hospitalisation between the placebo group and the prednisolone group (13.9 hours vs. 11.0 hours; ratio of geometric means, 0.90; 95% confidence interval, 0.77 to 1.05) or in the interval between hospital admission and signoff for discharge by a physician. In addition, there was no significant difference between the two study groups for any of the secondary outcomes or for the number of adverse events. Conclusion: In preschool children presenting to a hospital with mild-to-moderate wheezing associated with a viral infection, treatment with oral prednisolone was not superior to placebo. Our results suggest that oral prednisolone should not be routinely given to preschool children presenting to the hospital with acute, mild-to-moderate virus-induced wheezing.
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Du, Yanlin Rennan, and 杜妍霖. "Oral health of preschool children with and without cerebral palsy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44173520.

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Books on the topic "Oral reading. Preschool children"

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O, Tabors Patton, and Lenhart Lisa A, eds. Oral language and early literacy in preschool: Talking, reading, and writing. Newark, DE: International Reading Association, 2004.

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O, Tabors Patton, and Lenhart Lisa A, eds. Oral language and early literacy in preschool: Talking, reading, and writing. 2nd ed. Newark, Del: International Reading Association, 2008.

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author, Lin Wanting, and Liao Peiqi author, eds. Cong shuo yi ge hui ben gu shi kai shi: Yong hui ben pei yang hai zi ai si kao, neng du li, xue si bing jin de you xiu li, wan chu guan jian da wei lai! Xinbei Shi: Mu ma wen hua shi ye gu fen you xian gong si, 2016.

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Ten tips for families reading together. Springfield, Ill.]: Illinois State Board of Education, 2000.

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Spodek, Bernard. What can kindergarten teach children about reading? [Urbana, IL]: University of Illinois at Urbana-Champaign, 1987.

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Searfoss, Lyndon W. Helping children learn to read. 3rd ed. Boston: Allyn and Bacon, 1994.

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1947-, Readence John E., ed. Helping children learn to read. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Searfoss, Lyndon W. Helping children learn to read. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1989.

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Wason-Ellam, Linda. Sharing stories with children: Reading aloud and storytelling. Calgary, Alta: W. West, 1987.

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Silly scribbles: A complete readiness program for young children. West Nyack, N.Y: Center for Applied Research Education, 1989.

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Book chapters on the topic "Oral reading. Preschool children"

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Ardito, Barbara, Maria Cristina Caselli, Angela Vecchietti, and Virginia Volterra. "Deaf and hearing children: Reading together in preschool." In Studies in Bilingualism, 137–64. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/sibil.38.08ard.

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Vishwanath Kiran Kulkarni, Gajanan. "Oral Health Promotion in Infants and Preschool Age Children." In Comprehensive Preventive Dentistry, 313–29. West Sussex, UK: John Wiley & Sons, Ltd.,, 2013. http://dx.doi.org/10.1002/9781118703762.ch19.

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Scarborough, Hollis S. "Antecedents to Reading Disability: Preschool Language Development and Literacy Experiences of Children from Dyslexic Families." In Reading Disabilities, 31–45. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_3.

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Hunter, Lindsay, and Bruce Hunter. "Miscellaneous abnormalities of the teeth and oral soft tissues of preschool children." In Oral Healthcare in Pregnancy and Infancy, 119–29. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13791-6_12.

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Takita, Toshiaki, Kazuhisa Akimoto, and Junichi Hoshino. "Reading Aloud Training Game for Children with Auto Evaluation of Oral Reading Fluency." In Entertainment Computing – ICEC 2017, 404–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66715-7_50.

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Lee, Ho-Joon, Yong-Jae Lee, and Jong C. Park. "Reading Desk for Preschool Children and Older People with Emotional Speech Synthesis." In Convergence and Hybrid Information Technology, 740–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24082-9_90.

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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Advances in Psychology, Mental Health, and Behavioral Studies, 182–213. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch011.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Early Childhood Development, 1174–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch059.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
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Kilinç, Fatma Elif, and Neriman Aral. "Adaptation of Cognitive Abilities Scale Into Turkish." In Advances in Medical Diagnosis, Treatment, and Care, 368–85. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2952-2.ch020.

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This study aimed to adapt Cognitive Abilities Scale-2 (CAS-2) Preschool (24-47 months) Form into Turkish by focusing on 24-36-month children and conduct validity and reliability studies. The study utilized the survey model and a study group which consisted of 60 socio-culturally disadvantaged 24-36-month children in Bolu province. CAS-2 Preschool Form includes five subscales: oral language, reading, mathematics, handwriting, and enabling behaviors. Translation and reverse translation procedures were used to adapt the scale developed in English into Turkish. Expert opinion was sought for content validity. Test-retest correlation and item-total score correlation consistency measures were used to examine the psychometric properties of the Turkish form. Results demonstrated that the scale is a valid and reliable instrument to determine cognitive abilities in 24-36-month Turkish children. Infant and pre-school forms are recommended to be used for 3-47-months at every socio-cultural level.
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Ramos-Jorge, Joana, Maria Leticia Ramos-Jorge, Saul Martins de Paiva, Leandro Silva Marques, and Isabela Almeida Pordeus. "Dental Caries and Quality of Life Among Preschool Children." In Emerging Trends in Oral Health Sciences and Dentistry. InTech, 2015. http://dx.doi.org/10.5772/59515.

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Conference papers on the topic "Oral reading. Preschool children"

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Rivera, Laura Patricia Ramírez. "Development of a reading-writing tools focused on speed reading for preschool children." In Interacción '17: XVIII International Conference on Human Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123818.3123819.

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Sabu, Kamini, and Preeti Rao. "Detection of Prominent Words in Oral Reading by Children." In 9th International Conference on Speech Prosody 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/speechprosody.2018-64.

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Murphy, Jared, Charlotte King, Berber Kapitein, Ricardo Fernandes, Andrew Lilley, Shrouk Messahel, Daniel B. Hawcutt, and Ian Sinha. "Oral steroids for preschool children with acute wheeze: a systematic review and meta-analysis." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.oa4941.

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Li, Liu, and Yang Cenxi. "An Analysis of the Perplexity and Path of Parent-Child Book Reading for Preschool Children in Top Classes." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.098.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Reports on the topic "Oral reading. Preschool children"

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Arkell, Kenneth. Articulation Error Rates for Oral Reading Tasks in Children with Developmental Apraxia of Speech. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2264.

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