Journal articles: '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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McCabe, Allyssa, Judith Boccia, Mary Beth Bennett, Natallia Lyman, and Ryan Hagen. "Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)." Imagination, Cognition and Personality 29, no. 4 (June 2010): 363–90. http://dx.doi.org/10.2190/ic.29.4.f.

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Green, Katherine B., Peggy A. Gallagher, and Lynn Hart. "Integrating Mathematics and Children’s Literature for Young Children With Disabilities." Journal of Early Intervention 40, no. 1 (October 28, 2017): 3–19. http://dx.doi.org/10.1177/1053815117737339.

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Math skills are critical for children’s future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50 preschool aged children with disabilities examined the effects of an intervention that integrated mathematics and literature on early numeracy skills. The intervention was conducted 3 days per week for 6 weeks, and consisted of an interactive shared storybook reading including mathematical content through scripted questioning and discussions and story-related mathematical activities after the reading of the story. Children who received the intervention scored significantly higher than the comparison group in total math ability, quantity comparison, one-to-one correspondence counting, and oral counting as measured by scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) and the Individual Growth & Development Indicators Early Numeracy (IGDIS-EN).

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Huffstetter, Mary, James R. King, Anthony J. Onwuegbuzie, Jenifer J. Schneider, and Kelly A. Powell-Smith. "Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children." Journal of Education for Students Placed at Risk (JESPAR) 15, no. 4 (December 13, 2010): 279–98. http://dx.doi.org/10.1080/10824669.2010.532415.

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Muhinyi, Amber, and Anne Hesketh. "Low- and high-text books facilitate the same amount and quality of extratextual talk." First Language 37, no. 4 (March 6, 2017): 410–27. http://dx.doi.org/10.1177/0142723717697347.

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Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.

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DELLATOLAS, GEORGES, LUCIA WILLADINO BRAGA, LIGIA DO NASCIMENTO SOUZA, GILBERTO NUNES FILHO, ELIZABETH QUEIROZ, and GÉRARD DELOCHE. "Cognitive consequences of early phase of literacy." Journal of the International Neuropsychological Society 9, no. 5 (July 2003): 771–82. http://dx.doi.org/10.1017/s1355617703950107.

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The effect of the degree of illiteracy (complete or incomplete) on phonological skills, verbal and visual memory and visuospatial skills is examined in 97 normal Brazilian adults who considered themselves illiterate, and 41 Brazilian school children aged 7 to 8 years, either nonreaders or beginning readers. Similar literacy effects were observed in children and in adults. Tasks involving phonological awareness and visual recognition memory of nonsense figures distinguish the best nonreaders and beginning readers. Children performed better than adults at oral repetition of short items and figure recall, and adults better than children at semantic verbal fluency, digit span, and word list recall. A principal component analysis of the correlations between tasks showed that phonological awareness/ reading, phonological memory/oral repetition, and semantic verbal memory/fluency tasks, generated different components. The respective role of culturally based preschool activities and literacy on the cognitive functions that are explored in this study is discussed. (JINS, 2003, 9, 771–782.)

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DAVIES, Catherine, Michelle MCGILLION, Caroline ROWLAND, and Danielle MATTHEWS. "Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability." Journal of Child Language 47, no. 3 (December 20, 2019): 655–79. http://dx.doi.org/10.1017/s0305000919000801.

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AbstractThe ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-olds’ oral inferencing skills during shared book-reading. One hundred children from socioeconomically diverse backgrounds were randomly assigned to inferencing training or an active control condition of daily maths activities. The training was found to have no effect on inferencing. However, inferencing measures were highly correlated with children's baseline language ability. This suggests that a more effective approach to scaffolding inferencing in the preschool years might be to focus on promoting vocabulary to develop richer and stronger semantic networks.

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Pike, Meredith, Paul Swank, Heather Taylor, Susan Landry, and Marcia A. Barnes. "Effect of Preschool Working Memory, Language, and Narrative Abilities on Inferential Comprehension at School-Age in Children with Spina Bifida Myelomeningocele and Typically Developing Children." Journal of the International Neuropsychological Society 19, no. 4 (February 7, 2013): 390–99. http://dx.doi.org/10.1017/s1355617712001579.

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AbstractChildren with spina bifida myelomeningocele (SBM) are more likely to display a pattern of good-decoding/poor comprehension than their neurologically intact peers. The goals of the current study were to (1) examine the cognitive origins of one of the component skills of comprehension, bridging inferences, from a developmental perspective and (2) to test the effects of those relations on reading comprehension achievement. Data from a sample of children with SBM and a control group (n = 78) who participated in a longitudinal study were taken from age 36-month and 9.5-year time points. A multiple mediation model provided evidence that three preschool cognitive abilities (working memory/inhibitory control, oral comprehension, narrative recall), could partially explain the relation between group and bridging inference skill. A second mediation model supported that each of the 36-month abilities had an indirect effect on reading comprehension through bridging inference skill. Findings contribute to an understanding of both typical and atypical comprehension development, blending theories from the developmental, cognitive, and neuropsychological literature. (JINS, 2013, 19, 1–10)

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St. Louis, Kenneth O., Lauren E. Myers, Madison Flick Barnes, Meredith A. Saunders, Becca M. Hall, and Mary E. Weidner. "Oral Face-to-Face Versus Online Administration of the Public Opinion Survey of Human Attributes–Stuttering/Child." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1337–43. http://dx.doi.org/10.1044/2019_persp-19-00122.

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Background The Public Opinion Survey of Human Attributes–Stuttering/Child (POSHA-S/Child; Weidner & St. Louis, 2014 ) is a standard instrument designed to measure the attitudes of children as young as 3 years of age toward stuttering. With preschool and early elementary school–aged children, the POSHA-S/Child is administered individually and face-to-face by an examiner. Older children who are satisfactory readers could be expected to respond to the instrument online, an increasingly popular mode of administering surveys. Purpose The purpose of this study was to compare administration of the POSHA-S/Child in face-to-face versus online administration. Method Children primarily from 1 elementary school and children from other areas in the region responded to the POSHA-S/Child in either a face-to-face individual setting or online. Three grade levels were included: 3rd grade, 4th grade, and 5th grade. Results POSHA-S/Child ratings for individual items, components, subscores, and the Overall Stuttering Scores from the 2 modes of administration were similar. Conclusion With satisfactory reading abilities, children aged 9 years and older can be administered the POSHA-S/Child online with similar results as face-to-face administration.

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NOEL, MELANIE, CAROLE PETERSON, and BEULAH JESSO. "The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers." Journal of Child Language 35, no. 4 (October 6, 2008): 823–43. http://dx.doi.org/10.1017/s0305000908008805.

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ABSTRACTOral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother–child dyads (children aged 2 ; 8–4 ; 10), namely child temperament and parenting stress. Results showed that child temperament and parenting stress were related to children's oral language skills. Child temperament characteristics that would likely aid social interaction were related to narrative ability and children rated high on emotionality had poorer receptive vocabulary skills. Parenting stress was related to children's receptive and expressive vocabulary skills. Results are interpreted in terms of the possible mediating role of parent–child interactions in children's oral language skill development, and future directions for family intervention are discussed.

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Dynia, Jaclyn M., Allison Bean, Laura M. Justice, and Joan N. Kaderavek. "Phonological awareness emergence in preschool children with autism spectrum disorder." Autism & Developmental Language Impairments 4 (January 2019): 239694151882245. http://dx.doi.org/10.1177/2396941518822453.

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Background and aims Phonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year. Methods A total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy. Results A one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks. Conclusions Three main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills. Implication Early childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder.

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Craig, Holly K., Carol M. Connor, and Julie A. Washington. "Early Positive Predictors of Later Reading Comprehension for African American Students." Language, Speech, and Hearing Services in Schools 34, no. 1 (January 2003): 31–43. http://dx.doi.org/10.1044/0161-1461(2003/004).

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Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

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De la Calle Cabrera, Ana María, Fernando Guzmán-Simón, and Eduardo García-Jiménez. "Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años." Revista de Investigación Educativa 37, no. 2 (June 25, 2019): 345–61. http://dx.doi.org/10.6018/rie.37.2.312661.

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Los estudios en alfabetización temprana han analizado las relaciones antecedentes entre las habilidades cognitivas en la Educación Infantil y el logro de la lectura durante el proceso de aprendizaje instructivo. Esta investigación describe la capacidad de predicción de ciertas habilidades cognitivas en las primeras etapas instruccionales del aprendizaje lector en español.Los participantes de este estudio fueron 362 niños españoles evaluados por primera vez en 2º y 3º de Educación Infantil. Los instrumentos empleados en las evaluaciones de las competencias lingüísticas han sido la Batería de Inicio a la Lectura, la Batería de Evaluación de los Procesos Lectores, The Rapid Automatized Naming Test y el Test de Lectura y Escritura en Español. Los resultados delimitaron un modelo de ecuaciones estructurales para la predicción del rendimiento lector inicial en 1º y 2º de Educación Primaria. El modelo alcanzado, Modelo de Aprendizaje en la Lectura Inicial, delimitó las relaciones entre las habilidades del lenguaje oral y las habilidades relacionadas con el código escrito que actuaron como precursores del rendimiento lector inicial. El desempeño en la tarea de velocidad de denominación de letras en Educación Infantil se presentó como el mejor precursor de la eficiencia lectora en 1º y 2º de Educación Primaria. Los hallazgos del estudio realizan una contribución significativa a la investigación en alfabetización temprana en español como referente para el desarrollo de actuaciones pedagógicas y el logro de éxito lector. Early literacy studies analyzes the antecedent relationships between cognitive skills in preschool education and achievement of reading during the instructional learning process. This study describes the predictive capacity of certain cognitive abilities in the early instructional stages of Spanish learning. The participants of this study was 362 Spanish children evaluated in 2nd and 3rd year of Early Childhood Education (children aged 4 to 6 years) at the first time.The instruments used in the assessments of language skills have been the Beginning Reading Battery, the Reading Process Assessment Battery, The Rapid Automatized Naming Test and the Reading and Writing Test in Spanish. The results delimited a model of structural equations for the prediction of initial reading performance in 1st and 2nd year of Primary Education (6 to 8 years). The model reached, Learning Model in the Initial Reading, delimited the relations between the oral language skills and the skills related to the code that acts as precursors of the initial reader performance. The performance in the task of letters-naming speed at 2nd and 3rd of Early Childhood Education was presented as the best precursor of reading efficiency at 1st and 2nd year of Primary Education. The findings of study make a significant contribution to early literacy research in Spanish as a reference to develop of pedagogical actions for the achievement of reader success.

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Szefler, Stanley, and William Anderson. "Controlling the Risk Domain in Pediatric Asthma through Personalized Care." Seminars in Respiratory and Critical Care Medicine 39, no. 01 (February 2018): 036–44. http://dx.doi.org/10.1055/s-0037-1608707.

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AbstractStrategies to control the risk domain of NHLBI EPR-3 (National Heart, Lung, and Blood Institute Expert Panel Report-3) asthma guidelines, which includes exacerbations requiring systemic corticosteroids, reduction in lung growth, and progressive loss of lung function, and treatment-related adverse effects, are evolving in children and adolescents. Increasing evidence demonstrates that children and adolescents with asthma are at risk of a reduction in lung growth, leading to lower lung function and potentially chronic obstructive pulmonary disease as adults. Readily available clinical biomarkers for atopy, including aeroallergen testing, total serum IgE, blood eosinophilia, and spirometry, are being utilized to phenotype difficult-to-treat pediatric patients, to assess risk for seasonal exacerbations, and to predict response to controller therapies. The Composite Asthma Severity Index is a novel, freely available scoring system to define asthma control, incorporating NHLBI EPR-3 risk and impairment domains. As new asthma controller therapies, such as tiotropium, are introduced for pediatric use, the safety of established controller therapies including inhaled corticosteroid and long-acting beta-agonist are being reexamined. Macrolide antibiotics may be an oral corticosteroid sparing alternative for the treatment of severe respiratory tract infection in preschool-aged children. Seasonally directed courses of omalizumab may provide an alternative approach to prevent fall asthma exacerbations in children. Combining these pharmaceuticals and biomarker-directed therapies provide potential new options and personalized approaches to gain asthma control in pediatric patients failing current management.

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Moreno, Megan A. "Reading to Preschool Children." JAMA Pediatrics 169, no. 11 (November 1, 2015): 1076. http://dx.doi.org/10.1001/jamapediatrics.2015.3277.

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Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 156–68. http://dx.doi.org/10.21009/141.11.

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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394 Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36. Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104) Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer. Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140. Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101 Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45 Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press. Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257 Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678 Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201 Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115. Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219 Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia. Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1). Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416. Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar. NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559 Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290 28(September), 100290. Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001 Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10. Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459 Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada. Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555 Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35

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Majzub, Rohaty, and Rita Kurnia. "Reading readiness amongst preschool children in Pekanbaru Riau." Procedia - Social and Behavioral Sciences 9 (2010): 589–94. http://dx.doi.org/10.1016/j.sbspro.2010.12.202.

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Anbar, Ada. "Reading acquisition of preschool children without systematic instruction." Early Childhood Research Quarterly 1, no. 1 (March 1986): 69–83. http://dx.doi.org/10.1016/0885-2006(86)90007-4.

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Towson, Jacqueline A., Peggy A. Gallagher, and Gary E. Bingham. "Dialogic Reading." Journal of Early Intervention 38, no. 4 (September 26, 2016): 230–46. http://dx.doi.org/10.1177/1053815116668643.

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Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention ( n = 21) and a comparison group ( n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook.

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Barra, Gabriela, and Allyssa McCabe. "Oral Narrative Skills of Chilean Preschool Children." Imagination, Cognition and Personality 32, no. 4 (June 2013): 367–91. http://dx.doi.org/10.2190/ic.32.4.d.

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Shalan, Hanaa, and Rabaa Abobakr. "Oral Health Status among Egyptian Preschool Children." Egyptian Dental Journal 64, no. 2 (April 1, 2018): 875–82. http://dx.doi.org/10.21608/edj.2018.76915.

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STENSSON, MALIN, LILL-KARI WENDT, GÖRAN KOCH, GÖRAN OLDAEUS, and DOWEN BIRKHED. "Oral health in preschool children with asthma." International Journal of Paediatric Dentistry 18, no. 4 (July 2008): 243–50. http://dx.doi.org/10.1111/j.1365-263x.2008.00921.x.

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Nirschl, Ronald F., and Jan E. Kronmiller. "Evaluating Oral Health Needs in Preschool Children." Clinical Pediatrics 25, no. 7 (July 1986): 358–62. http://dx.doi.org/10.1177/000992288602500705.

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&NA;. "Oral Transmucosal Midazolam Premedication for Preschool Children." Survey of Anesthesiology 45, no. 6 (December 2001): 350. http://dx.doi.org/10.1097/00132586-200112000-00030.

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Ren, Wen, Qun Zhang, Xuenan Liu, Shuguo Zheng, Lili Ma, Feng Chen, Tao Xu, and Baohua Xu. "Exploring the oral microflora of preschool children." Journal of Microbiology 55, no. 7 (April 22, 2017): 531–37. http://dx.doi.org/10.1007/s12275-017-6474-8.

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Pandit, Uma A., Phillip J. Collier, Shobha Malviya, Terri Voepel-Lewis, Debrah Wagner, and Monica J. Siewert. "Oral transmucosal midazolam premedication for preschool children." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 48, no. 2 (February 2001): 191–95. http://dx.doi.org/10.1007/bf03019734.

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Cohen, Lynn E., Louisa Kramer-Vida, and Nancy Frye. "Implementing Dialogic Reading with Culturally, Linguistically Diverse Preschool Children." NHSA Dialog 15, no. 1 (February 2012): 135–41. http://dx.doi.org/10.1080/15240754.2011.639965.

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Garcia, Fernanda P., Aline M. Vaz, and Andréia Schmidt. "Shared Book Reading and Word Learning in Preschool Children." Temas em Psicologia 24, no. 4 (2016): 1451–63. http://dx.doi.org/10.9788/tp2016.4-14en.

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Miranda, Ana Carolina Arruda, Claudia Daiane Batista Bettio, and Andréia Schmidt. "Word Teaching Strategies in Story Reading for Preschool Children." Psico-USF 25, no. 4 (October 2020): 671–83. http://dx.doi.org/10.1590/1413/82712020250407.

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Abstract Shared book reading (SBR) as a teaching practice produces significant effects on development of verbal repertoires in children, especially when associated with strategies of explicit vocabulary teaching. This study aimed to test the cumulative effects of using word teaching strategies, during SBR sessions, on word learning by preschool children. Three sessions of SBR of the same story and a session of complementary activity about the words of the story read were carried out in a class of 13 children aged 4 to 5 years. It was identified significant children’s gains, between pre and post-test, in matching-to-sample tasks for nouns and in naming tasks, both for nouns and for verbs. The results confirm the effectiveness of using word teaching strategies during SBR and their feasibility in the natural classroom context.

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Zymberaj, Shpëtim. "Developing Language Skills in Preschool Children through Games." European Journal of Language and Literature 4, no. 4 (November 29, 2018): 6. http://dx.doi.org/10.26417/ejls.v4i4.p6-9.

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Preschool institution as a first level of the unified system of education bases its activity on the “student centered” philosophy of education which promotes different ideas from that of traditional education. Through organized activities in all its field activities foreseen in a curricula, the preschool institution with its structured environment in harmony with the goals and concrete objectives offers numerous possibilities to develop general abilities of children, which create appropriate conditions to prepare and offer optimal readiness to master the reading and writing skills. The activities that we handle and which aim accomplishment of this concrete objective come out and are supported by the living context of children in accordance to fulfillment and urging of the knowing interests for developing and deepening the knowledge of letters, sounds, reading and writing. In this view, children should not be imposed or prevent the interest they show in order to learn letters, sounds, reading and writing. Working with children of this age in order to understand and learn letters isn’t a program-based obligation because this is the school’s duty and not the preschool institution’s obligation. Obligations cause unwanted consequences which generate different psych-neurotic disorders. Overwork and heavy workload of these children, diminishes or misplaces children’s trust on possibilities of overcoming difficulties in learning basic letters, sounds, reading and writing. In addition, it diminishes and misplaces their interest in continuing school and the learning process. Therefore in order to prevent these negative consequences, there is an immediate need for a general preparation which offers children a possibility to transfer and generate skills in specific fields and content. The best strategy to prepare children to recognize letters, sounds and master reading and writing is no doubt activity through games which in this case represents the main substance for organizing activities in aspects of integrated education within preschool institutions.

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Lee, RaeHyuck, Wen-Jui Han, Jane Waldfogel, and Jeanne Brooks-Gunn. "Preschool attendance and school readiness for children of immigrant mothers in the United States." Journal of Early Childhood Research 16, no. 2 (March 2, 2018): 190–209. http://dx.doi.org/10.1177/1476718x18761218.

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We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.

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Gomes, Monalisa Cesarino, Matheus França Perazzo, Érick Tássio Neves, Carolina Castro Martins, Saul Martins Paiva, and Ana Flávia Granville-Garcia. "Oral Problems and Self-Confidence in Preschool Children." Brazilian Dental Journal 28, no. 4 (August 2017): 523–30. http://dx.doi.org/10.1590/0103-6440201601295.

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Abstract The aim of the present study was to evaluate the impact of clinical oral factors, socioeconomic factors and parental sense of coherence on affected self-confidence in preschool children due to oral problems. A cross-sectional study with probabilistic sampling was conducted at public and private preschools with 769 five-year-old children and their parents/caretakers. A questionnaire addressing socio-demographic characteristics as well as the Scale of Oral Health Outcomes for Five-Year-Old Children (SOHO-5) and the Sense of Coherence Scale (SOC-13) were administered. The dependent variable was self-confidence and was determined using the SOHO-5 tool. Dental caries (ICDAS II), malocclusion and traumatic dental injury (TDI) were recorded during the clinical exam. Clinical examinations were performed by examiners who had undergone training and calibration exercises (intra-examiner agreement: 0.82-1.00 and inter-examiner agreement: 0.80-1.00). Descriptive statistics and Poisson regression analysis were performed (a=5%). Among the children, 91.3% had dental caries, 57.7% had malocclusion, 52.8% had signs of traumatic dental injury and 26.9% had bruxism. The following variables exerted a greater negative impact on the self-confidence of the preschool children due to oral problems: attending public school (PR=2.26; 95% CI: 1.09-4.68), a history of toothache (PR=4.45; 95% CI: 2.00-9.91) and weak parental sense of coherence (PR=2.27; 95% CI: 1.03-5.01). Based on the present findings, clinical variables (dental pain), socio-demographic characteristics and parental sense of coherence can exert a negative impact on self-confidence in preschool children due to oral problems.

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Neves, Érick Tássio Barbosa, Ramon Targino Firmino, Matheus de França Perazzo, Monalisa Cesarino Gomes, Carolina Castro Martins, Saul Martins Paiva, and Ana Flávia Granville-Garcia. "Absenteeism among preschool children due to oral problems." Journal of Public Health 24, no. 1 (November 13, 2015): 65–72. http://dx.doi.org/10.1007/s10389-015-0697-0.

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Vieira-Andrade, Raquel Gonçalves, Genara Brum Gomes, Tássia Cristina de Almeida Pinto-Sarmento, Ramon Targino Firmino, Isabela Almeida Pordeus, Maria Letícia Ramos-Jorge, Saul Martins Paiva, and Ana Flávia Granville-Garcia. "Oral conditions and trouble sleeping among preschool children." Journal of Public Health 24, no. 5 (May 12, 2016): 395–400. http://dx.doi.org/10.1007/s10389-016-0734-7.

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Celik, Bunyamin. "A Study on the Factors Affecting Reading and Reading Habits of Preschool Children." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 101. http://dx.doi.org/10.5539/ijel.v10n1p101.

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In the developing world, reading habit, which is one of the first habits of traditional education, continues primarily in the family and then in kindergartens. In this research, factors such as family, environment, kindergarten and libraries are discussed in terms of acquiring reading habit in preschool period and evaluations are made about the effects of these factors on reading habit. In this study, the results of the research on the factors in the reading habit of Ishık Kindergarten students of Ronaki Hawler Education Company in Erbil, Iraq are included. Within the scope of the research, one-on-one interviews were conducted with 106 children in the six-year age group who were closest to starting primary school among the kindergarten students and 20 kindergarten teachers and a questionnaire was conducted. In this process, the kindergarten was observed. Then, the data obtained from the questionnaires were analyzed in SPSS program. In addition, structured interviews provided information about activities that aimed at acquiring reading habits of kindergarten teachers. In the conclusion part of the study, the data obtained were evaluated in terms of the factors that enable children to acquire reading habits. The results of the study showed that families have a guiding role in having the children acquire the reading habit. In addition, it was concluded that the group of friends, the environment, various books and genres, kindergarten education and libraries were other important elements in this preparation period.

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Ismail, Nurulisma, Rasimah Che Mohd Yusoff, and Mohamad Umar Jiman. "Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS)." MATEC Web of Conferences 150 (2018): 06021. http://dx.doi.org/10.1051/matecconf/201815006021.

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Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS). I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.

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Kramer, Paulo Floriani, Cintia Zembruski, Simone Helena Ferreira, and Carlos Alberto Feldens. "Traumatic dental injuries in Brazilian preschool children." Dental Traumatology 19, no. 6 (December 2003): 299–303. http://dx.doi.org/10.1046/j.1600-9657.2003.00203.x.

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Osborne, J. Grayson, and Michael B. Gatch. "Stimulus Equivalence and Receptive Reading by Hearing-Impaired Preschool Children." Language, Speech, and Hearing Services in Schools 20, no. 1 (January 1989): 63–75. http://dx.doi.org/10.1044/0161-1461.2001.63.

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Abstract:

In a conditional discrimination task, two 5-year-old, profoundly hearing-impaired preschool children were taught relations between 20 manually signed words, pictures of the words, and their printed forms. One student was taught relations between manually signed words and their pictures and between manually signed words and their printed forms. For this student, no relations were taught between the pictures and the printed words; however, testing showed that these relations emerged after the prior training. A second student was taught relations between manually signed words and their pictures and the pictures and their printed words. For this student, no relations were taught between the manually signed words and the printed words; however, testing showed that these relations emerged after the prior training. The results replicate and extend findings by Sidman (1971) to profoundly hearing-impaired preschool children.

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Raban, Bridie, and Andrea Nolan. "Reading practices experienced by preschool children in areas of disadvantage." Journal of Early Childhood Research 3, no. 3 (October 2005): 289–98. http://dx.doi.org/10.1177/1476718x05056528.

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Kucirkova, Natalia, David Messer, and Kieron Sheehy. "Reading personalized books with preschool children enhances their word acquisition." First Language 34, no. 3 (May 12, 2014): 227–43. http://dx.doi.org/10.1177/0142723714534221.

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Blom-Hoffman, Jessica, Therese O'Neil-Pirozzi, Robert Volpe, Joanna Cutting, and Elizabeth Bissinger. "Instructing Parents to Use Dialogic Reading Strategies with Preschool Children." Journal of Applied School Psychology 23, no. 1 (January 8, 2007): 117–31. http://dx.doi.org/10.1300/j370v23n01_06.

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

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