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Journal articles on the topic 'Reading (Kindergarten) English language Kindergarten teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Grossen, Bonnie, Nithi Muthukrishna, and Jaqueline T. Naidoo. "A comparison of the effects of text-based instruction versus standards-based instruction in the early years." South African Journal of Childhood Education 6, no. 2 (2016): 12. http://dx.doi.org/10.4102/sajce.v6i2.459.

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The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development

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Cushman, Ellen. "DIMENSIONS OF LITERACY: A CONCEPTUAL BASE FOR TEACHING READING AND WRITING IN SCHOOL SETTINGS. Stephen Kucer. Mahwah, NJ: Erlbaum, 2001. Pp. x + 304. $59.95 cloth, $29.95 paper. NEGOTIATING CRITICAL LITERACIES IN CLASSROOMS. Barbara Comber and Anne Simpson (Eds.). Mahwah, NJ: Erlbaum, 2001. Pp. xxii + 290. $79.95 cloth, $29.95 paper." Studies in Second Language Acquisition 25, no. 3 (2003): 451–53. http://dx.doi.org/10.1017/s0272263103230187.

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Preservice kindergarten through university teachers will benefit from these books' overview of the field and their carefully weighed claims about what counts as literacy practices in language arts and English classrooms. Though geared more toward a general audience of literacy teachers, the books do have sections and chapters that would appeal to preservice second language teachers. The straightforward writing in both books will be easily accessible to students for whom this may be the first encounter with literacy and classroom research. Taking different tacks on literacy research, the books

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Widyahening, Evy Tri, and Imroatul Ma’fiah. "Penggunaan Media Word Webs Dalam Pembelajaran Kosa Kata Bahasa Inggris Di Sdnn 01 Suruh Tasikmadu Karanganyar." Adi Widya : Jurnal Pengabdian Masyarakat 3, no. 2 (2019): 50. http://dx.doi.org/10.33061/awpm.v3i2.3357.

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English learning for children called English for Young Learners (TEYL) is developing in various parts of the world, especially in developing countries including Indonesia. This policy began in Indonesia since the enactment of the 1994 Curriculum, and its implementation continues to be increasingly necessary. This is related to the government's efforts to prepare reliable and quality students, who will be able to compete at the national and international levels. English has become a very important language in the international community. Therefore, everyone is expected to be able to learn, mast

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Nawi, Ramlah A., Burhanuddin Yasin, and Ibrahim C. R. Champion. "Impromptu: great impromptu speaking is never just impromptu." Studies in English Language and Education 2, no. 2 (2015): 146. http://dx.doi.org/10.24815/siele.v2i2.2697.

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Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is

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Rice, Mabel L., Pamela A. Hadley, and Amy L. Alexander. "Social biases toward children with speech and language impairments: A correlative causal model of language limitations." Applied Psycholinguistics 14, no. 4 (1993): 445–71. http://dx.doi.org/10.1017/s0142716400010699.

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ABSTRACTThis study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social m

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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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   This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivar

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Kurniawan, Mozes. "Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 1–14. http://dx.doi.org/10.21009/jpud.141.01.

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   This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge.

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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 (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 s

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Arifin, Win Listyaningrum. "ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)." Englisia Journal 4, no. 1 (2017): 27. http://dx.doi.org/10.22373/ej.v4i1.1246.

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Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Fu

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Lin, Hsin-Hui, Liping Wei, and Mei-Chih Wang. "Sociocultural Contexts of Reading Development in Young English Language Learners." Journal of Studies in Education 8, no. 4 (2018): 45. http://dx.doi.org/10.5296/jse.v8i4.13790.

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This study explored reading development in young English language learners (ELL) during the kindergarten year. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A total sample of 15,042 students who attended kindergarten the first time was included. The independent variables were the indicators of the home language, family income level, and gender. The two dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year. Two full three-way analysis

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Nafissi, Zohreh, and Zahra Shafiee. "Teachers’ roles in early childhood English language pedagogy: beliefs of kindergarten English language teachers." Journal of Early Childhood Teacher Education 41, no. 3 (2019): 306–24. http://dx.doi.org/10.1080/10901027.2019.1647479.

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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.

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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of

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Et.al, Muhammad Modi Lakulu. "The Usability Evaluation of Adik Jom Baca: A Mobile Educational Application for Kindergarten Malay Language Early Reading." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1048–53. http://dx.doi.org/10.17762/turcomat.v12i3.841.

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Many recent research emphasized the potential of mobile educational application for enhancing early reading among kindergarteners. From the Framework of Mobile Application for Kindergarten Early Reading, the researchers was developed a novel and fascinating mobile educational application for kindergarten early reading, Adik Jom Baca. This study explored the usability the mobile application by using Usability Metrics for Mobile Learning User Interface for Children. This metric evaluated the usability of application from three dimensions; effectiveness, efficiency and satisfaction. The evaluatio

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Sullivan, Brittany, Archana V. Hegde, Sharon M. Ballard, and Anne S. Ticknor. "Interactions and relationships between kindergarten teachers and English language learners." Early Child Development and Care 185, no. 3 (2014): 341–59. http://dx.doi.org/10.1080/03004430.2014.919496.

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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.

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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementati

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Hafidah, Ruli, and Nurul Kusuma Dewi. "TPR (TOTAL PHYSICAL RESPONSE) METHOD ON TEACHING ENGLISH TO EARLY CHILDHOOD." Early Childhood Education and Development Journal 2, no. 1 (2020): 9. http://dx.doi.org/10.20961/ecedj.v2i1.45167.

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<p><em>This training is carried out to provide knowledge and skills to PAUD teachers in implementing English language </em><em>l</em><em>earning for early childhood. The subjects of the training were 30 Kindergarten (Kindergarten) and PAUD teachers of Bendosari kindergarten. The training is carried out in 3 stages, namely: (1) strengthening of materials related to the TPR (Total Physical Response) method in early childhood learning; (2) implementation of the TPR (Total Physical Response) method in learning aged children; and (3) evaluation of the material fo

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Antia, Shirin D., Amy R. Lederberg, Susan Easterbrooks, et al. "Language and Reading Progress of Young Deaf and Hard-of-Hearing Children." Journal of Deaf Studies and Deaf Education 25, no. 3 (2020): 334–50. http://dx.doi.org/10.1093/deafed/enz050.

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Abstract We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard

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Abdi, Abdo Sulaiman, and Nadire Cavus. "Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (2019): 29. http://dx.doi.org/10.3991/ijet.v14i22.11747.

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This Educational toys are important in early child development and motivate children to learn language. Numerous digital toys are now available in the children’s educational toys market to help children learn foreign languages. However, a number of such technologies are expensive and the quality of usability is not at an acceptable level. The aim of the study is to develop a cost-effective, sustainable and danger-free educational toy for pre-kindergarten children aged between 4-5 years old to teach English as a second language in developing countries. This toy has been developed with Raspberry

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Mesa, Carol, and Gloria Yeomans-Maldonado. "English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 889–908. http://dx.doi.org/10.1044/2020_jslhr-20-00379.

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Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kinderga

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Guevara, Diana Carolina, and Claudia Lucia Ordoñez. "Teaching english to very young learners through authentic communicative performances." Colombian Applied Linguistics Journal 14, no. 2 (2013): 9. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a01.

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We present here the results for the kindergarten level of a qualitative research study on the impact of a curriculum connecting learningevents in Spanish and English in authentic communicative performances. The school in the study was a private institution in a mid-sizedColombian city. The curriculum is based on communicative and constructivist principles and presents the learning events as communicativeauthentic performances. We describe the performances that the kindergarten teachers developed based on the curriculum, how they achievedauthenticity in them, and their impact on the students’ a

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Lin, Hsin-Hui, and Liping Wei. "Understanding the Gap of Reading Performance between ELL and EOL Children from Low-Income Families in Elementary School Years." Journal of Education and Culture Studies 3, no. 4 (2019): p423. http://dx.doi.org/10.22158/jecs.v3n4p423.

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This study explored reading development in low income children of English Language learners (ELLs) from kindergarten to the fourth grade. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A sample size was 3,451 students below the poverty threshold. The independent variables were the indicators of home language and gender. The six dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year and all the spring semesters from the first to the four

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Akmal, Saiful, Yuliar Masna, and Lianita Ali Nasution. "ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH." Jurnal Ilmiah Islam Futura 21, no. 1 (2021): 46. http://dx.doi.org/10.22373/jiif.v0i0.5397.

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The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study sho

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Handayani, Maya Rini. "Metode Learning by Playing pada Aplikasi Perangkat Lunak Bahasa Inggris Dasar Usia Taman Kanak-Kanak." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 16, no. 2 (2016): 387. http://dx.doi.org/10.21580/dms.2016.162.1099.

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Starting in 2016, It is compulsory for every child in Indonesia to learn in kindergarten school for 1 year according to the rules of UNESCO. This rule makes a lot of kindergartens providing alternative extra curricular such as Basic English extracurricular to attract parents to educate their children at the school. But unfortunately sometimes the school neglect the quality of school teachers who will teach the English extracurricular. It is make the writer provides an alternative solution for the kindergarten school to make an Basic English application. The created applications is the applicat

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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.

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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speakin

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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.

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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, ag

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Wijaya, Erfan Mokhamad. "PEMBELAJARAN BAHASA BERBASIS KURIKULUM 2013 DI PAUD ASPARAGA MALANG." CENDEKIA: Journal of Education and Teaching 11, no. 2 (2017): 249. http://dx.doi.org/10.30957/cendekia.v11i2.327.

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This classroom-based observation qualitative study describes language learning process in the kindergarten level based on the 2013 Curriculum. This study took place in the Kindergarten of Asparaga Malang and assigned all pupils as the research subject. Data of this study were obtained form classroom interactions in the Asparaga school using observation and interview. This study revealed that the pupils in Asparaga interacted with friends and teachers in four languages: (1) Javanese language, (2) Indonesian, (3) the English language, and (4) Arabic. Learning a language was considered interestin

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Jordan, Rebecca Lee Payne, and Mary Bratsch-Hines. "Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies." Literacy Research and Instruction 59, no. 4 (2020): 277–97. http://dx.doi.org/10.1080/19388071.2020.1774689.

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Hong, Guanglei, and Yihua Hong. "Reading Instruction Time and Homogeneous Grouping in Kindergarten: An Application of Marginal Mean Weighting Through Stratification." Educational Evaluation and Policy Analysis 31, no. 1 (2009): 54–81. http://dx.doi.org/10.3102/0162373708328259.

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A kindergartner’s opportunities to develop reading and language arts skills are constrained by the amount of time allocated to reading instruction. In the meantime, the student’s engagement in learning tasks may increase if the instruction has been adapted to his or her prior ability through homogeneous grouping. This study investigates whether the grouping effects on kindergartners’ reading growth depend on the amount of reading instruction time and the intensity of grouping. To answer the study’s research questions requires causal inferences about concurrent multivalued instructional treatme

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Sun, He, Weimin Toh, and Rasmus Steinkrauss. "Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore." Applied Psycholinguistics 41, no. 2 (2020): 427–56. http://dx.doi.org/10.1017/s0142716420000053.

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AbstractTeachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background. Results demonstrated that teacher’s language strategies and linguistic features varied considerably. Instructional strategies with a medium le

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Inawati, Iin, Didi Suherdi, and Pupung Purnawarman. "STUDENTS' NEEDS IN ENGLISH TEACHING MATERIALS FOR KINDERGARTEN STUDENTS." Research and Innovation in Language Learning 3, no. 3 (2020): 173. http://dx.doi.org/10.33603/rill.v3i3.3665.

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The aim of this study was to investigate the students actual foreign language needs (Masuhara, 1998: 239-260) , namely : first,Â personal needs which focus on their personal information and second, learning needs covers five points, to be exact: learning attitude, learning preferences regarding activities, teaching media and topics in the EFL classroom, the gap between the target level and the present level of proficiency. A descriptive survey research design was used in this study. A set of smiley questionnaire were collected from for 113 kindergarteners from six kindergartens in Pringsewu Di

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Fleisz-Gyurcsik, Anita. "A Systematic Review of Research Exploring Stakeholder Views on the Kindergarten-school Transition." Journal of Studies in Education 11, no. 3 (2021): 147. http://dx.doi.org/10.5296/jse.v11i3.18893.

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A smooth kindergarten-school transition is till problematic, even thoughit has been receiving attention from researchers as well as education professionals (e.g. Heckman, 2011). It is clear to everyone that children, kindergarten teachers, primary school teachers, and parents are all greatly affected by the kindergarten-school transition (e.g. Correia & Marques-Pinto, 2016). Therefore, the goal of my study is the systematic review of research exploring the kindergarten-school transition related views and opinions of the stakeholders. A search was conducted for English language studies that

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GÁMEZ, PERLA B., and SUSAN C. LEVINE. "Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure." Applied Psycholinguistics 34, no. 4 (2012): 673–96. http://dx.doi.org/10.1017/s0142716411000919.

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ABSTRACTThis study examined the relation between young English language learners’ (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs’ (n = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery—Revised. Samples of transitional bilingual education teachers’ (n = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs’ language

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Hegde, Archana V., Brittany Hewett, and Emily Terrell. "Examination of teachers’ preparedness and strategies used to teach English language learners in kindergarten." Early Child Development and Care 188, no. 6 (2016): 774–84. http://dx.doi.org/10.1080/03004430.2016.1237513.

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Wood, Carla, Lisa Fitton, and Estrella Rodriguez. "Home Literacy of Dual-Language Learners in Kindergarten From Low-SES Backgrounds." AERA Open 4, no. 2 (2018): 233285841876961. http://dx.doi.org/10.1177/2332858418769613.

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This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low–socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children’s l

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Roessingh, Hetty, and Susan Elgie. "Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study." TESL Canada Journal 26, no. 2 (2009): 24. http://dx.doi.org/10.18806/tesl.v26i2.413.

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This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and voca

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Pelletier, Janette, and Ellen Fesseha. "The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education." Exceptionality Education International 29, no. 3 (2019): 42–56. http://dx.doi.org/10.5206/eei.v29i3.9386.

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Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK

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GOTTARDO, ALEXANDRA, ADRIAN PASQUARELLA, XI CHEN, and GLORIA RAMIREZ. "The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals." Applied Psycholinguistics 37, no. 5 (2015): 1083–115. http://dx.doi.org/10.1017/s0142716415000508.

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ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the ortho

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CHIAPPE, PENNY, LINDA S. SIEGEL, and ALEXANDRA GOTTARDO. "Reading-related skills of kindergartners from diverse linguistic backgrounds." Applied Psycholinguistics 23, no. 1 (2002): 95–116. http://dx.doi.org/10.1017/s014271640200005x.

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This study examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phonological and language processing at the beginning and end of kindergarten were administered to 540 native English speakers (NS), 59 bilingual children (BL), and 60 children whose initial exposure to English was when they began school (ESL). Although the BL and ESL children performed more poorly than the NS children on most measures of phonological and linguistic processing, the acquisition of basic literacy

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Ke, Sihui (Echo), and Dongbo Zhang. "Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 331–50. http://dx.doi.org/10.14746/ssllt.2021.11.3.2.

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This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from

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Nichols, William D., Luana J. Zellner, Victor L. Willson, Sandra Mergen, and Carl A. Young. "What Affects Instructional Choice? Profiles of K-2 Teachers' Use of Reading Instructional Strategies and Methods." Journal of Literacy Research 37, no. 4 (2005): 437–58. http://dx.doi.org/10.1207/s15548430jlr3704_2.

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This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a reading strategies/methods measure, followed by discriminant analysis on the three predominant types of teachers: (a) those using a structured approach to reading, (b) those using an integrated approach, and (c) those using an eclectic approach—to determine

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Mady, Callie. "L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?" Canadian Journal of Applied Linguistics 22, no. 2 (2019): 64–87. http://dx.doi.org/10.7202/1063774ar.

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This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning commun

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Bratsch-Hines, Mary, Lynne Vernon-Feagans, Sarah Pedonti, and Cheryl Varghese. "Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary." Learning Disability Quarterly 43, no. 4 (2019): 214–26. http://dx.doi.org/10.1177/0731948719858683.

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Students most at risk for reading-related disabilities frequently struggle with word recognition and oral language, including, in the earliest grades, specific skills related to phonological awareness and vocabulary. Classroom teachers’ delivery of high-quality differentiated supplemental instruction may promote reading acquisition for these students. The current study examined whether the Targeted Reading Intervention, a webcam-coaching literacy professional development program for kindergarten and first grade classroom teachers, was more effective in producing reading gains for students who

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Gyovai, Lisa Klett, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, and Lenwood Gibson. "Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners." Learning Disability Quarterly 32, no. 3 (2009): 143–62. http://dx.doi.org/10.2307/27740365.

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This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses sho

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Kimalasari, Fitriani. "Implementasi program pembelajaran dalam lingkungan berbahasa Inggris pada playgroup and kindergarten." Jurnal Pendidikan Anak 8, no. 1 (2019): 69–77. http://dx.doi.org/10.21831/jpa.v8i1.26776.

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Penelitian ini untuk mendeskripsikan program pembelajaran dalam lingkungan berbahasa Inggris yang terdiri atas: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran di kelas Kidergarten Ananda Mentari Playgroup and kindergarten Bumijo Yogyakarta. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini yaitu 1 kepala sekolah, 1 guru kindergarten, 1 tenaga kependidikan, 1 trainer, dan 1 wali murid. Objek penelitian yaitu program pembelajaran dalam lingkungan berbahasa Inggris. Teknik pengumpulan data yang dilakukan menggunaka

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Harrison, G. L., K. C. Kogle, and M. Keilty. "Linguistic, Reading, and Transcription Influences on Kindergarten Writing in Children with English as a Second Language." Journal of Writing Research 5, no. 1 (2013): 61–87. http://dx.doi.org/10.17239/jowr-2013.05.01.3.

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Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.

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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chines

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Tridinanti, Gaya. "ENGLISH INTRODUCTION THROUGH DIGITAL STORYTELLING IN EARLY CHILDHOOD." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 1 (2017): 49–55. http://dx.doi.org/10.21009/ijlecr.031.06.

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The introduction of simple English sentences to early childhood is not an easy task. This is often a problem for teachers. The purpose of this study is to investigate the introduction of the English language by using a digital storytelling. This research is an action research. Subjects of research include 20 children from group B (5-6 years) of Happy Kids Kindergarten in Palembang. The finding shows that there is an enhancement in pre-cycle is 33%, to 59% in Cycle I. In Cycle II is 79% and in Cycle III is 97%. Thus, an increase of 26% from the pre-cycle to cycle I. Increased 20% from Cycle I t

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Hartina, St. "Teachers’ Techniques in Teaching English to Young Learners." Indonesian TESOL Journal 1, no. 1 (2019): 78–88. http://dx.doi.org/10.24256/itj.v1i1.538.

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The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/veri

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DIXON, L. QUENTIN. "The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore." Applied Psycholinguistics 32, no. 1 (2010): 141–68. http://dx.doi.org/10.1017/s0142716410000329.

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ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and

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