Academic literature on the topic 'Toddler reading'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Toddler reading.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Toddler reading"
1
Lin, Joyce, Stephanie M. Reich, Sabrina Kataoka, and George Farkas. "Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading." Child Development Research 2015 (January 12, 2015): 1–6. http://dx.doi.org/10.1155/2015/218984.
Full textAbstract:
Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired), child-centered (e.g., toddler fussy), and structural (e.g., environmental distractions) barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.
2
DOERING, Elena, Kevin SCHLUTER, and Antje von SUCHODOLETZ. "Features of speech in German and US-American mother–toddler dyads during toy play and book-reading." Journal of Child Language 47, no. 1 (September 16, 2019): 112–31. http://dx.doi.org/10.1017/s0305000919000461.
Full textAbstract:
AbstractPrevious research indicates that features of speech during mother–toddler interactions are dependent on the situational context. In this study, we explored language samples of 69 mother–toddler dyads collected during standardized toy play and book-reading situations across two countries, Germany and the United States (US). The results showed that features of speech differed across situational contexts. However, situational differences were mostly found among the sample from the US but not from Germany. Few significant associations between mothers’ and toddlers’ language variables were found. Findings are discussed with regard to variations in language across situations and countries.
3
TOYAMA, Noriko. "MATERNAL SPEECH IN MOTHER-TODDLER PICTURE BOOK READING." Japanese Journal of Educational Psychology 37, no. 2 (1989): 151–57. http://dx.doi.org/10.5926/jjep1953.37.2_151.
Full text
4
Mills, Patricia A., Cecilia M. Shore, Wallace E. Dixon, Ling-yi Zhou, and James H. Bodle. "Question-response structure in parent-toddler book-reading interactions." Infant Behavior and Development 21 (April 1998): 578. http://dx.doi.org/10.1016/s0163-6383(98)91791-x.
Full text
5
Wiyandra, Yogi, and Firna Yenila. "Expert System Delayed Walking in the Toddler." Jurnal KomtekInfo 7, no. 2 (April 18, 2020): 152–58. http://dx.doi.org/10.35134/komtekinfo.v7i2.75.
Full textAbstract:
Delayed walking is a disorder of walking delay in the toddler aged 9-18 months. There are several indicators that cause delays in walking on children including motor, genetic and temperament. These factors are rarely understood by parents. And sometimes the delays seem to be left unchecked and that can cause its own failure. The lack of time to consult with a child specialist has resulted in such cases seeming to be left unchecked. Expert systems are built to provide knowledge to the public about the phenomena of walking delays that occur in children and the causes and solutions that will be obtained by parents. This system was built using a forward chaining method whose data reading was traced to the daily activities of toddlers. This system is designed to adapt information directly from child experts or child specialists who understand firsthand the condition of the child and delayed walking.
6
Tsutamori, Eishi. "The effect of phonological ability on fluently reading in toddler." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3D—030–3D—030. http://dx.doi.org/10.4992/pacjpa.83.0_3d-030.
Full text
7
Anderson-Yockel, Julie, and William O. Haynes. "Joint Book-Reading Strategies in Working-Class African American and White Mother-Toddler Dyads." Journal of Speech, Language, and Hearing Research 37, no. 3 (June 1994): 583–93. http://dx.doi.org/10.1044/jshr.3703.583.
Full textAbstract:
Twenty working-class mother-toddler dyads were videorecorded during three joint book-reading activities. Ten of the dyads were white, and 10 were African American, balanced for parent educational level, family income, and parental occupation. The children ranged in age from 18 to 30 months and were normally developing. The parents read an experimental book to their child two times and a favorite book they brought from home one time. Videotapes of the joint book-readings were analyzed to determine cultural differences and the effects of book familiarity on the occurrence of maternal and child communication behaviors. The results show many similarities between the cultural groups in joint book-reading behaviors. However, statistical analyses revealed a significant difference between the cultural groups in the use of questions. African American mothers used significantly fewer questioning behaviors compared to the white mothers. White children produced more question-related communications, and African American children produced more spontaneous verbalizations. Several effects of familiarity were also found. The findings are compared to anthropological reports on caretaker-child interaction in African American families and implications are discussed.
8
Brown, Michelle I., Marleen F. Westerveld, and Gail T. Gillon. "Early Storybook Reading with Babies and Young Children: Parents' Opinions and Home Reading Practices." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 69–77. http://dx.doi.org/10.23965/ajec.42.2.09.
Full textAbstract:
PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.
9
Supriatin, Eva, Diwa Agus Sudrajat, Firda Annisa R, and Linlin Lindayani. "THE EFFECT OF STUNTING ON COGNITIVE AND MOTOR DEVELOPMENT IN TODDLER CHILDREN : LITERATURE REVIEW." Jurnal Ilmu Keperawatan Anak 3, no. 2 (December 6, 2020): 31–41. http://dx.doi.org/10.32584/jika.v3i2.782.
Full textAbstract:
Stunting is a condition in which toddlers have less length or height compared to age. Stunting can affect physical growth, motor development, and motor activity. Children who experience motor skills are caused by obstacles to the muscle maturity process so that muscle ability is reduced. Many studies say there is a link between cognitive and motor development. Objective: To study the effect of stunting against cognitive and motor development in children toddlers. This study is a systematic review of the literature. The inclusion criteria for search studies were quantitative research, free full text, Indonesian, or English. Selection of published articles with a range of 2015-2020 and free full text, after reading the title of the article and looking at the inclusion criteria, then it is re-selected by looking at the sample criteria based on age and development, and an assessment is carried out using the JBI format. There is a stunning effect on the cognitive and motor development of children ages toddler. The results of the study stated that children who were stunted had an 11.98 times greater chance of having motor development below average. As well as the mild stunting category with cognitive development suspect there is a delay in toddlers, namely not being able to mention the type of color, differentiating the size of the object, mentioning gender, pairing known images. While the moderate stunting category with cognitive development suspect or experiencing delays can result in reduced brain cells by 15-20 percent. Toddlers who experience the severe stunting category with cognitive development suspect there is a delay, marked by slow maturity of nerve cells, slow motor movements, lack of intelligence, and slow social response. Stunting affects cognitive and motor development in children toddlers. Some of the impacts that arise are memory decline, inaccuracy in storing objects, delays in verbal and non-verbal, and delays in thinking.
10
Munzer, Tiffany G., Alison L. Miller, Heidi M. Weeks, Niko Kaciroti, and Jenny Radesky. "Parent-Toddler Social Reciprocity During Reading From Electronic Tablets vs Print Books." JAMA Pediatrics 173, no. 11 (November 1, 2019): 1076. http://dx.doi.org/10.1001/jamapediatrics.2019.3480.
Full textDissertations / Theses on the topic "Toddler reading"
1
Hogmalm, Paulina. "Toddlaren och bilderboken : En studie om de yngsta barnens användande av bilderböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71137.
Full textAbstract:
Syftet med den här studien är att undersöka vilka möjligheter de yngsta barnen i förskolan har att ta del av bilderböcker. Genom observationer har jag studerat barn på två olika avdelningar i spontana och planerade situationer. Resultatet visar att det är vanligast med spontana situationer när det gäller de yngsta barnen i förskolan och detta sker varje dag. I de spontana situationerna utforskar barnen böcker själva och också tillsammans med pedagoger. Planerade situationer där barnen kommer i kontakt med böcker sker inte lika ofta i de yngre åldrarna, men förekommer vid några tillfällen i studien. I planerade situationer förekom till exempel dockteater tillsammans med hela barngruppen.The purpose of this study is to examine which possibilities the youngest children in the preschool have, to take part of picture books. Through observations I have studied children in two different departments in spontaneous and planned situations. The results show that the most common situation is spontaneous reading when it comes to the youngest children in preschool, and this occurs every day. In the spontaneous situations the children discover books both by themselves and together with the pedagogues. Planned situations when the children get in contact with books doesn’t happen as often in the youngest ages but occurs in some occasions in the study. In planned situations, for example puppetry occur with the hole group of children at the same time.
2
Ullery, Mary Anne. "An Examination of the Effects of a Summer Book-Reading Program on the Language and Early Literacy Outcomes of Toddlers from High Risk Environments." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/632.
Full textAbstract:
The current study examined the impact of an early summer literacy program and the mediating effects of the home literacy environment on the language and literacy outcomes of a group of children at-risk for long-term developmental and academic delays. Participating children (n=54) were exposed to an intensive book-reading intervention each summer (June through mid August) over a 3-year period.
The current study implemented an ex post facto, quasi-experimental design. This nonequivalent group design involved a pretest and posttest over three time points for a non-randomized treatment group and a matched non-treatment comparison group.
Results indicated that literacy scores did improve for the children over the 3-year period; however, language scores did not experience the same rate of change over time. Receptive language was significantly impacted by attendance, and race/ethnicity. Expressive language was impacted significantly by gestational age and attendance. Results also indicated that language outcomes for young children who are exposed to a literacy program were higher than those who did not participate; however, only receptive language yielded significance at the p
This study concluded that at-risk young children do benefit from center-based literacy intervention. This literacy experience, however, is also driven by the children’s home environment, their attendance to the program, whether they were premature or not and the type of caregiver.
3
Klimenko, Marina A. "Interactional synchrony between mother and toddler during book reading." 2007. http://purl.galileo.usg.edu/uga%5Fetd/klimenko%5Fmarina%5Fa%5F200708%5Fms.
Full text
4
Lu, Yi-Fang, and 盧怡方. "Time for Story: Infant and Toddler Groups’ Shared Reading Activities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/04370882894230604231.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育學系碩士班
102
This research aimed to present infant and toddler group reading activities from within two reading associations holding different philosophies (typical reading and the dialogic reading), as well as to explore the implications of the storytellers using storytelling strategies, the reasons why they used these strategies, and the responses of participating infants and toddlers. The participants included the director of two reading associations, four storytellers, and six toddlers and their parents. Data collection comprised observations over a five-month period and interviews with all participants. The association emphasizing the typical reading style stressed the input of written language, and therefore, the storytellers chose picture books in which the text layout was repetitive, symmetrical, and variable. They intended to read aloud the original text word by word, read the same picture book repetitively, and create a situation where infants and toddlers could be helped to understand the story context. In this way, the infants and toddlers would learn the language by listening to stories. At the same time, the storytellers also changed their tones and voices, adjusted story paragraphs, and invited parents to help their children concentrate on the reading activities. Under such a type of reading environment, the oral responses of the infants and toddlers included speaking vocabulary learned from picture books they read in their daily life, following the storytellers in speaking the last words of the text, and speaking vocabulary words related to the picture books. The nonverbal responses of infants and toddlers included making actions relevant to the picture books, tracing the pictures in the books with their eyes, and making movements by imitating the storytellers’ actions. By contrast, the association emphasizing dialogic reading style highlighted reading comprehension. Therefore, in order to enhance reading comprehension among infants and toddlers, the storytellers tended to read the stories by illustrating the pictures presented in the books and asking questions to promote discussion based on cues from the pictures. Because of the constraints presented by the children’s development characteristics and external environmental factors, the responses of the infants and toddlers included describing events associated with the stories, focusing on the picture books, approaching the books and pointing to the pictures, and walking around with the books. The following conclusions were reached: (1) the different story-reading philosophies between the two associations led to distinctive group reading activities among infants and toddlers. (2) The various responses of the infants and toddlers to the reading activities revealed the significance of early shared reading. (3) The qualitative data showed the unique features of infants and toddlers’ group reading activities. Based on the findings, the study provided recommendations to parents and practitioners, as well as stated future research directions.
5
林怡伶. "Temperament, home literacy, and reading interests in toddlers: A correlational study." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05218161996796700867.
Full text
6
HSUEH, CHI-HSIN, and 薛祺馨. "The Effects of Dialogic Reading Program on the Language Development of Toddlers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/r67mxg.
Full textAbstract:
碩士國立臺北護理健康大學
嬰幼兒保育研究所
106
The purpose of this study was to examine the effects of dialogic reading on toddlers. Differs from the past dialogic reading studies in Taiwan, the age of participants in this study were below 3 years old. A quasi-experimental design was adopted. Twenty participants in this study age from 16 to 35 months old were selected from two sub private infant day care centers in Taipei and assigned as experimental group or control group. Mandarin-Chinese Communicative Development Inventories (Taiwan)(MCDI-T) was conducted before, after and 2 months followed-up the experiment in both groups. But only the experimental group received 3 times of dialogic reading program every week for 8 weeks long. The results revealed that the experimental group made significant improvement in the posttest. Although followed-up test 2 months after the treatment had diminished statistically, differences still existed between the 2 groups. In this study, dialogic reading led the differences in how to use language, the complication of language expression and the mean length utterance between the 2 groups. The present study has shown evidence that dialogic reading has positive effects on the language development of toddlers in Taiwan.
7
Chien, Miao-Ju, and 簡妙茹. "A Toddler's Joint Attention During Parent-Child Shared Book Reading and Self-initiated Book Reading." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9s8da7.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
104
The purpose of this study was to examine the developmental changes of the joint attention for one toddler, who had built a parent-child shared book reading routine at home, including the changes of the Response of Joint Attention (RJA) and Initiation of Joint Attention (IJA). This study established an intensive observation on a toddler’s joint attention during parent-child shared book reading and toddler’s self-initiated book reading episodes within 16 months. This study collected various data for the toddler case, including daily observational log, shared book reading log, videotaping of the shared reading, artifacts, and retrospective observation and videotaping. Triangulation of these data was conducted for data analysis. The perspective of the toddler’s as well as the parents’were taken to analyze RJA and IJA behavior. This study documented the RJA behavior early at seven month of the baby during parent-child shared book reading episodes. The development of joint attention for the toddler case was found steadily increasing. A variety of responses were provided by adults and the toddler. Pointing at the cover and pictures of the book was most commonly used by the mother. The toddler responded mainly by the behavior of staring at what she heard about the book. As the toddler initiated joint attention, she often expressed her emotion or initiated sounds to attract the mother’s attention, or pointed at what she wanted to communicate with the mother about the book. As the mother initiated joint attention, the mother commonly applied child-centered language to initiate the toddler’s attention, as well as pointed at the pictures during shared reading.
8
Chen, Ching-Li, and 陳景莉. "The Mother-Child Interactive Experiences of the Toddlers’ Mothers via Co-reading Picture Story Books." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/43310066288793243288.
Full textAbstract:
碩士國立嘉義大學
家庭教育研究所
91
abstract The purpose of this study was to explore the interactive experiences of toddlers’ mothers via co-reading picture story books. Based on hermeneutic phenomenology, in-depth interview method was used to understand and interpret the interactive experiences and their deeply hidden meanings. The researcher adopted general interview guide as the tool to develop inter-subjective relationships with 7 toddlers’ mothers. In addition, participants’ writings regarding to their experiences with children were collected. Through thematic analysis and inter-subjective agreement with these seven participants, five sets of thematic description are identified as follows: (a)It is like playing some variation in our routine family life by trying co-reading picture story books with my children; (b)Picture story books lighten us at the first sight; repetitive co-reading with my children brings me diverse discoveries; (c)I am getting to understand what we do not speak out, while we feel the senses of togetherness during co- reading; (d)We have experienced the atmospheres full of visible and invisible parts of picture story books in our family life; (e)I encounter myself in different time and space by co-reading time after time. Moreover, these five themes above could be a combination as a “love moving on” journey. According to the findings of the research, it is concluded by some suggestions for toddlers’ mothers, family educators and the research community as follows. (a) toddlers’ mothers can start from themselves to enter the world of picture story books; (b) more places with family-friendly design can be created for the toddlers and mothers; (c) child-rearing guides should be updated and balanced with positive and negative messages; (d) Besides picture story books, more other media can be found and applied to interact with toddlers and mothers; (e) research participants can be invited into the interaction via other media; (f) more researches can be expanded to the experiences of the toddlers’ interaction with other family members, in addition to with their mothers.
9
KO, CHING-HUI, and 柯靜惠. "An investigation of Home Literacy Environment and Parent-child Shared Reading in Infants and Toddlers Families." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k436ay.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士在職專班
108
This study explores the reading environment of toddlers and young children's families and situation of parents implementing parent-child reading, as well as whether there are differences between family reading environment and parent-child reading in different oriented families, and surveys by means of a questionnaire sample, which obtained the reading environment of toddlers and young children's families in Kaohsiung City and the parents' implementation of parent-child reading in 477 valid samples. In this study, the results of this research are based on descriptive statistics and single-factor analysis comparison. 1. Parents seldom to take their children to the library or child care resource center to read. 2. Household reading resources are generally inadequate. 3. Parents usually do not have time to read with their children. 4. In the family reading environment, parents’ education level, universities and graduate schools are obviously higher than high schools and technical schools. 5. In the family reading environment, co-reading time starts from 0-6 months of toddlers are obviously higher than other group. 6. In the Family reading environment, co-reading time within 1-5 hours during weekday and weekend obviously higher than no reading during weekday. In the family reading activities, co-reading time for five hours is obviously higher than one hour. 7. In the Family reading environment, girls are obviously higher than boys. 8. In the home reading environment, toddlers and with age 25-36 months are obviously higher than other groups. 9. In the family co-reading environment, parents like to send their children to the private baby care centers more than the public one. 10. In the parent-child co-reading environment, co-reading predicament, grandparents are obviously higher than mothers. 11. In the parent-child co-reading environment, the predicament of parents’ education levels, high schools are obviously higher than universities and graduate schools. 12. In the parent-child co-reading environment, high level jobs of parents are obviously higher than technical staff parents; the predicament of parents’ occupation, technical staffs are obviously higher than high level jobs. 13. In the parent-child co-reading environment, starting point of co-reading time in co-reading environment, 0-6 months and 7-12 months are obviously higher than not start, 13-18 months and 19-24 months are obviously higher than 0-6 months. 14. In the parent-child co-reading environment, the time of co-reading choice in the weekday, reading time more than one hour is significantly higher than no time reading；In the co-reading setting environment, five hours reading is obviously higher than no time reading during weekends, however, co-reading difficulties, one hour reading is obviously higher than five hours. 15. In parent-child co-reading environment, the age of toddlers with 25-36 months are significantly higher than 19-24 months, in situation setting environment, the age of 25-36 months are higher than other groups. 16. In the family reading environment, reading habits、reading activities and reading attitudes are positive related to the choice of books. 17. In the family reading environment, reading habits、reading activities and reading attitudes are negative related to co-reading difficulties. At last, researcher indicates some advices according to above research for the future references.
10
Lin, Tzu-Chun, and 林姿君. "The Research on Joint Book Reading of Parents with Infants and Toddlers—A Case of Taichung City." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/a6sjqx.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系碩士班
94
The research was aimed to understand the present situation of joint book reading of parents with infants and toddlers in Taichung city. To put it concrete，the goals of the research are as follows：1. To understand the present situation of joint book reading of parents with infants and toddlers . 2. To understand the variation of joint book reading of parents with infants and toddlers toward different background of the research subjects. 3. To discuss the problems and necessary assistance for joint book reading of parents with infants and toddlers. In order to achieve the purposes , this study was conducted through questionnaire and the semi-structured interview. There were 250 parents of infants and toddlers in day care centers surveyed by purposive sampling. The data collected through questionnaires were analyzed by some statistical methods such as percentage distribution , One-Way ANOVA. In addition to this , we choose ten of them for interview. The findings of the study were concluded as the following: 1. Parents of infants and toddlers with high level of education emphasize the selection of picturebooks. 2. Parents of infants and toddlers with cost of reading above 5001 dollars every year emphasize the selection of picturebooks、decorations of environment of joint book reading of parents with infants and toddlers and strategies of joint book reading of parents with infants and toddlers . 3. Parents of infants and toddlers with public employment emphasize the environment of decorations of joint book reading of parents with infants and toddlers. 4. Parents of infants and toddlers with time of reading above 10 hours per week emphasize decorations of environment of joint book reading of parents with infants and toddlers and strategies of joint book reading of parents with infants and toddlers. 5. Parents of infants and toddlers with one child emphasize the strategies of joint book reading of parents with infants and toddlers. 6. Parents of infants and toddlers with two children encountered great difficulties in joint book reading of parents with infants and toddlers . 7. Parents of infants and toddlers with less time of reading per week encountered great difficulties in joint book reading of parents with infants and toddlers. In accordance with the findings of this research, it further provides suggestions for parents, educational institutions offering activities of joint book reading of parents with infants and toddlers and future studies.
Books on the topic "Toddler reading"
1
Dell'Antonia, K. J. Reading with Babies, Toddlers and Twos. Naperville: Sourcebooks, Inc., 2008.
Find full text
2
Susan, Straub, ed. Reading with babies, toddlers, and twos: Choosing, reading, and loving books together. Naperville, Ill: Sourcebooks, 2006.
Find full text
3
Atkins, A. June. Literacy, a family affair ... parents, infants, toddlers: A literacy model handbook. Helena: Montana Office of Public Instruction, 1992.
Find full text
4
Emergent literacy: Children's books from 0 to 3. Amsterdam: John Benjamins Pub. Co., 2011.
Find full text
5
Greene, Ellin. Books, babies, and libraries: Serving infants, toddlers, their parents & caregivers. Chicago: American Library Association, 1991.
Find full text
6
DeSalvo, Nancy. Beginning with books: Library programming for infants, toddlers, and preschoolers. Hamden, Ct: Library Professional Publications, 1993.
Find full text
8
Shepherd, Jodie. Elmo's World: Spacehip! Fort Lauderdale, USA: Paradise Press, Inc., 2008.
Find full text
9
Birckmayer, Jennifer. From lullabies to literature: Stories in the lives of infants and toddlers. Washington, DC: NAEYC., 2008.
Find full text
10
Birckmayer, Jennifer. From lullabies to literature: Stories in the lives of infants and toddlers. Washington, DC: NAEYC., 2008.
Find full textBook chapters on the topic "Toddler reading"
1
Evans, Amelia C., and Mariana Souto-Manning. "“I Gotta Touch the Book!” Reading Aloud with Young Toddlers." In Breakthroughs in Literacy, 109–11. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269336.ch23.
Full text
2
Plummer, Bonnie A., and Malia D. Pulido-Dahal. "Building Toddlers' Language/Literacy Proficiency Through Parental Interventions During the Pandemic." In Educational Recovery for PK-12 Education During and After a Pandemic, 176–202. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6952-8.ch008.
Full textAbstract:
This chapter will review research on early language development of toddlers from casual talk (CT) used in the home. Around age two there is the transition to academic talk (AT), which has a significant effect on later academic performance. AT requires embedding academic vocabulary (word level), complex syntax (sentence level), decontextualized topics (discourse level), and analytic and reflective discourse. The process of reading to toddlers embedding written academic language (WAL) can be expanded through encouraging storytelling narratives (STN).
3
Wiener, Harvey S. "Introduction :Your Child Can Read Better With Your Help." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0005.
Full textAbstract:
Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.