Log in

Relevant bibliographies by topics / Toddler reading / Journal articles

To see the other types of publications on this topic, follow the link: Toddler reading.

Journal articles on the topic 'Toddler reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research 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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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

APA, Harvard, Vancouver, ISO, and other styles

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

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

APA, Harvard, Vancouver, ISO, and other styles

11

Goldfeld, Sharon, Jon Quach, Ruth Nicholls, Sheena Reilly, Obioha C. Ukoumunne, and Melissa Wake. "Four-Year-Old Outcomes of a Universal Infant-Toddler Shared Reading Intervention." Archives of Pediatrics & Adolescent Medicine 166, no. 11 (November 1, 2012): 1045. http://dx.doi.org/10.1001/archpediatrics.2012.1099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Safitri, Yenny. "Faktor-Faktor yang Berhubungan dengan Perkembangan Bahasa Balita di UPTD Kesehatan Baserah Tahun 2016." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, no. 2 (December 30, 2017): 148. http://dx.doi.org/10.31004/obsesi.v1i2.35.

Full text

Abstract:

An important period in the development of the child is a toddler years. leanguage ability is an indicator of the whole development of the child. Lack of stimulation will cause speech and language disorders even these disorders can be settled. Long-term observation stated that 42.5% children who have speech and language delays at risk of difficulty learning, difficulty reading and writing and will cause less academic achievement overall, in some cases have a low IQ. The purpose of this study was to determine the factors associated with infant language development at Health UPTD 2016. Base quantitative research methods, this kind of research is analytic with study case control design.The population in this study are all mothers who have children in UPTD Health Baserah 2015 are 1248 people, with the samples using a ratio of 1: 1, 43 with a sample of cases and 43 with a control sample, sampling technique using systematic random sampling and data analysis using Chi-Square.The results showed correlation between knowledge with toddler language development, there is a connection with the development of language parenting a toddler, and no socio-economic relations dengann toddler language development. For health workers is expected to provide information to mothers who have children in the prevention and early detection of developmental language delays.

APA, Harvard, Vancouver, ISO, and other styles

13

Hare, Thomas Blenman. "Reading Writing and Cooking: Kūkai's Interpretive Strategies." Journal of Asian Studies 49, no. 2 (May 1990): 253–73. http://dx.doi.org/10.2307/2057296.

Full text

Abstract:

Contemporary readers of philosophy, literary criticism, and related modes of discourse face a constant challenge. Even as we doubt, or indeed, fain to reject outright, the adequacy of traditional understandings of language, we are compelled to follow its insidious rules, and in rebellion we succumb to complicity with the system we suspect. The mechanics of interpretation, the possibility of consensus on the meaning of any given word, the relation between language and physical reality or thought, the hope for communication—all these things are thrown open to severe suspicion, and even under indictment, they control the flow of evidence and the disposition of judgment. “The mastery of (a) language” no longer means the inception of babbling autonomy in a toddler, a student's competence with a foreign tongue, or critical acclaim for a new writer's genius. Now perhaps it's language that's the master. The signal ambiguity inherent in that preposition “of” both sets up and already deconstructs this possibility.

APA, Harvard, Vancouver, ISO, and other styles

14

Lee, Boh Young. "Facilitating Reading Habits and Creating Peer Culture in Shared Book Reading: An Exploratory Case Study in a Toddler Classroom." Early Childhood Education Journal 45, no. 4 (March 11, 2016): 521–27. http://dx.doi.org/10.1007/s10643-016-0782-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Girolametto, Luigi, Elaine Weitzman, Riet van Lieshout, and Dawna Duff. "Directiveness in Teachers' Language Input to Toddlers and Preschoolers in Day Care." Journal of Speech, Language, and Hearing Research 43, no. 5 (October 2000): 1101–14. http://dx.doi.org/10.1044/jslhr.4305.1101.

Full text

Abstract:

Five subtypes of directiveness were examined in the interactions of day care teachers with toddler and preschooler groups. The instructional context (book reading, play dough) yielded significant differences across all five subtypes of directiveness, indicating that these two activities elicited different types of teacher-child discourse. Book reading was characterized by significantly more behavior and response control and less conversation control in comparison with the playdough activity. Correlations between teachers' directiveness and child language productivity indicated that behavior control and turn-taking control were associated with low levels of productivity, whereas conversation control was associated with the highest levels of productivity. The results of this study confirm that instructional context is an important mediator of teachers' directiveness and suggest that subtypes of directiveness have differential effects on child language output.

APA, Harvard, Vancouver, ISO, and other styles

16

Haynes, William O., and Dawn J. Saunders. "Joint Book-Reading Strategies in Middle-Class African American and White Mother-Toddler Dyads: Research Note." Journal of Children's Communication Development 20, no. 2 (May 1999): 9–17. http://dx.doi.org/10.1177/152574019902000202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Beaujot, Roderic, and Zenaida R. Ravanera. "Family Models for Earning and Caring: Implications for Child Care and for Family Policy." Canadian Studies in Population 36, no. 1-2 (December 31, 2009): 145. http://dx.doi.org/10.25336/p68d0m.

Full text

Abstract:

Canadian families have changed, in part due to an economy that provides more work opportunities for women, and a cultural orientation that values equal opportunity and diversity in families. In spite of the change, both quantitative and qualitative evidence suggest a continued preference for mothers to spend considerable time with children, especially in the infant and toddler years. Thus, in an average couple, the presence of young children in the home brings wives to reduce their paid work and husbands to increase their paid work. Our reading of parental preferences suggests an interest in more services for young children in the form of early childhood education and child care, but also an interest in policies that would allow parents to spend more time with children through parental leaves, part-time work with good benefits, and subsidies that supplement market income. Many options available to two-parent families are often less feasible for lone parents, giving a higher priority to child care.

APA, Harvard, Vancouver, ISO, and other styles

18

MARJANOVIČ-UMEK, LJUBICA, URŠKA FEKONJA-PEKLAJ, and GREGOR SOČAN. "Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study." Journal of Child Language 44, no. 2 (March 28, 2016): 457–79. http://dx.doi.org/10.1017/s0305000916000167.

Full text

Abstract:

AbstractThe aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

APA, Harvard, Vancouver, ISO, and other styles

19

Kuciapiński, Marek Jan. "The Therapeutic and Educational Properties of Fairytale Therapy in the Early Stages of Children’S Development." Pedagogika Rodziny 4, no. 2 (June 1, 2014): 77–93. http://dx.doi.org/10.2478/fampe-2014-0019.

Full text

Abstract:

Abstract Literature builds children’s personal resources. It not only confers knowledge, but also helps to know other ways of thinking and acting. It shows patterns of behaviour that give considerable support in emotionally difficult situation; compensates for any deficiencies; relaxes releasing a good mood. Such an approach to the role of literature shows that the influence on a child using a variety of psychological mechanisms, mainly imitation and identification plays an essential role in the therapy and prophylaxis. Fables, fairy tales (these two concepts often used interchangeably) build a lot of bridges to the art of imagination, to other people and to each other. Therefore, knowing their role is not only interesting but also necessary. Fairy tales are therapeutic means for independent and creative way to cope with the world. They are an excellent way to build relationships between parents and children. They allow to establish a closer contact with a toddler, understand its situation, emotions and a way of looking at the world. Thus, a treatment by fairy tales is one of the best methods to reach the child’s understanding of its problems and provide support in difficult times. The main purpose of the following article is to show how great and educational value of literature is in the life of children; how it can be used to help a child overcome his difficulties. It presents the fairy tale not only as a factor in developing imagination, raising an interest in reading, satisfying curiosity and transmitting moral values providing many emotions, but also as a therapeutic agent

APA, Harvard, Vancouver, ISO, and other styles

20

Syakir, Akhmad. "IMPLEMENTASI METODE JOLLY PHONICS BERMUATAN NILAI ISLAMI UNTUK PENGENALAN HURUF DAN KEMAMPUAN MELAFALKAN FONEM BAGI ANAK USIA DINI." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 10, no. 1 (April 29, 2020): 59. http://dx.doi.org/10.20527/jbsp.v10i1.8396.

Full text

Abstract:

Abstract The Implementation of Jolly Phonics with Islamic Values to Introduce Letters and Pronunciation for Toddler. The success in introducing letters to early childhood cannot be separated from how the stimulus method is used. But many do not yet know how to effectively introduce letters to early childhood. The Jolly Phonics method is a method that teaches reading by means of synthesizing letter sounds to read words and teach sounds of letters in a multisensory manner. Data collection techniques are observation and documentation. The results showed that the Islamic jolly phonics method can increase the enthusiasm of students in the teaching and learning process, improve the ability to recognize letters and the ability to recite phonemes. Key words: jolly phonics, alphabet, phoneme, islamic Abstrak Implementasi Metode Jolly Phonics Bermuatan Nilai Islami untuk Pengenalan Huruf dan Kemampuan Melafalkan Fonem bagi Anak Usia Dini. Keberhasilan dalam memperkenalkan huruf pada anak usia dini tidak lepas dari bagaimana metode stimulus yang digunakan. Namun banyak sekali yang belum mengetahui bagaimana cara yang efektif untuk memperkenalkan huruf pada anak usia dini. Metode Jolly Phonics merupakan metode yang mengajarkan membaca dengan menggunakan cara sintesa bunyi huruf untuk membaca kata dan mengajarkan bunyi huruf-huruf secara multisensori. Teknik pengumpulan data adalah observasi dan dokumentasi. Instrumen yang digunakan adalah lembar observasi dengan bentuk Check List. Indikator yang diteliti yakni kemampuan menyebutkan huruf-huruf dan melafalkan fonem huruf. Teknik analisis data dilakukan secara deskripsi kuantitatif. Hasil penelitian menunjukkan metode jolly phonics islami dapat meningkatkan semangat anak didik dalam proses belajar mengajar, meningkatkan kemampuan mengenal huruf dan kemampuan melafalkan fonem. Kata-kata kunci: jolly phonics, huruf, fonem, islami

APA, Harvard, Vancouver, ISO, and other styles

21

Hasson, Elizabeth A. "“Reading” with infants and toddlers." Day Care & Early Education 19, no. 1 (September 1991): 35–37. http://dx.doi.org/10.1007/bf01616937.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

DROMI, ESTHER, and ANAT ZAIDMAN-ZAIT. "Interrelations between communicative behaviors at the outset of speech: parents as observers." Journal of Child Language 38, no. 1 (January 25, 2010): 101–20. http://dx.doi.org/10.1017/s0305000909990158.

Full text

Abstract:

ABSTRACTThe Hebrew Parent Questionnaire for Communication and Early Language (HPQ-CEL) was administered by 154 parents of Hebrew-speaking toddlers aged 1 ; 0 to 1 ; 3 (77 boys, 77 girls). The Questionnaire guided parents in observing and rating their toddlers in six contexts at home. The study aimed to identify inter-correlations between toddlers' non-linguistic behaviors that co-occur during the transition to speech. Seven communicative behaviors were extracted from the questionnaire data: Crying, Vocalizations, Collaboration with Adults, Pointing, Words, Joint Engagement in a Peek-a-Boo Game, and Triadic Interaction in Book Reading. Collaboration with Adults and Triadic Interaction in Book Reading yielded more significant correlations than other prelinguistic behaviors. Participation in social games and book-reading activities was associated with the toddlers' number of words at the period studied.

APA, Harvard, Vancouver, ISO, and other styles

23

Rescorla, Leslie. "Age 13 Language and Reading Outcomes in Late-Talking Toddlers." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 459–72. http://dx.doi.org/10.1044/1092-4388(2005/031).

Full text

Abstract:

Language and reading outcomes at 13 years of age were examined in 28 children identified at 24 to 31 months as late talkers, all of whom came from middle- to upper-class socioeconomic status (SES) families and had normal nonverbal ability and age-adequate receptive language at intake. Late talkers were compared with a group of 25 typically developing children matched at intake on age, SES, and nonverbal ability. As a group, late talkers performed in the average range on all standardized language and reading tasks at age 13. However, they scored significantly lower than SES-matched peers on aggregate measures of vocabulary, grammar, and verbal memory, as well as on reading comprehension. They were similar to comparison peers in reading mechanics and writing aggregates. Intercorrelations between outcome measures were moderately high, suggesting considerable shared variance. Regression analyses indicated that age 2 Language Development Survey vocabulary score was a significant predictor of age 13 vocabulary, grammar, verbal memory, and reading comprehension. Findings suggest that slow language development at age 2–1/2 is associated with a weakness in language-related skills into adolescence relative to typically developing peers.

APA, Harvard, Vancouver, ISO, and other styles

24

Lee, Boh Young. "Investigating Toddlers’ and Parents’ Storybook Reading During Morning Transition." Early Childhood Education Journal 38, no. 3 (May 19, 2010): 213–21. http://dx.doi.org/10.1007/s10643-010-0396-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

de Droog, Simone M., Roselinde van Nee, Mieke Govers, and Moniek Buijzen. "Promoting toddlers’ vegetable consumption through interactive reading and puppetry." Appetite 116 (September 2017): 75–81. http://dx.doi.org/10.1016/j.appet.2017.04.022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kim, Myoungsoon, Sunyoung Pae, and Jiyeon Kim. "Fathers' Awareness and Practice of Picture Book Reading with Toddlers." Journal of Korean Child Care and Education 9, no. 5 (October 31, 2013): 277–97. http://dx.doi.org/10.14698/jkcce.2013.9.5.277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Rescorla, Leslie. "Language and Reading Outcomes to Age 9 in Late-Talking Toddlers." Journal of Speech, Language, and Hearing Research 45, no. 2 (April 2002): 360–71. http://dx.doi.org/10.1044/1092-4388(2002/028).

Full text

Abstract:

Language and reading outcomes at 6 to 9 years of age were examined in a sample of 34 children who were late talkers as toddlers. The late talkers, who all had normal nonverbal ability and age-adequate receptive language at intake, were compared to a group of 25 typically developing children matched at intake (24 to 31 months) on age, socioeconomic status, and nonverbal ability. Late talkers performed in the average range on most language tasks by age 5. However, they had significantly poorer scores on most language measures through age 9. The groups did not differ in reading skills at age 6 or 7, but the late talkers were slightly less skilled in reading at ages 8 and 9. Findings suggest that slow early language development reflects a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into middle childhood.

APA, Harvard, Vancouver, ISO, and other styles

28

Duursma, Elisabeth, Barbara Alexander Pan, and Helen Raikes. "Predictors and outcomes of low-income fathers’ reading with their toddlers." Early Childhood Research Quarterly 23, no. 3 (July 2008): 351–65. http://dx.doi.org/10.1016/j.ecresq.2008.06.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (January 30, 2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.

Full text

Abstract:

This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers’ understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids’ songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue.

APA, Harvard, Vancouver, ISO, and other styles

30

SALO, VIRGINIA C., MEREDITH L. ROWE, KATHRYN A. LEECH, and NATASHA J. CABRERA. "Low-income fathers’ speech to toddlers during book reading versus toy play." Journal of Child Language 43, no. 6 (November 6, 2015): 1385–99. http://dx.doi.org/10.1017/s0305000915000550.

Full text

Abstract:

AbstractFathers’ child-directed speech across two contexts was examined. Father–child dyads from sixty-nine low-income families were videotaped interacting during book reading and toy play when children were 2;0. Fathers used more diverse vocabulary and asked more questions during book reading while their mean length of utterance was longer during toy play. Variation in these specific characteristics of fathers’ speech that differed across contexts was also positively associated with child vocabulary skill measured on the MacArthur-Bates Communicative Development Inventory. Results are discussed in terms of how different contexts elicit specific qualities of child-directed speech that may promote language use and development.

APA, Harvard, Vancouver, ISO, and other styles

31

Kucirkova, Natalia, David Messer, and Denise Whitelock. "Parents reading with their toddlers: The role of personalization in book engagement." Journal of Early Childhood Literacy 13, no. 4 (March 27, 2012): 445–70. http://dx.doi.org/10.1177/1468798412438068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Hanson, Katherine G., Heather J. Lavigne, Stephanie G. Gover, and Daniel R. Anderson. "Parent language with toddlers during shared storybook reading compared to coviewing television." Infant Behavior and Development 65 (November 2021): 101646. http://dx.doi.org/10.1016/j.infbeh.2021.101646.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Jeung, Jee Eun, and Myoung Soon Kim. "The Relationship between Toddlers' Vocabulary Ability, Classroom Reading Activities and Teachers' Verbal and Nonverbal Behaviors during Book Reading." Korean Journal of Child Studies 33, no. 4 (August 31, 2012): 91–106. http://dx.doi.org/10.5723/kjcs.2012.33.4.91.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

White, Carmel Parker, Roberta Woodlief Bellamy, Monica Creech Powell, and Ashley Rae Wittenauer. "Talking about illness: mothers' and toddlers' conversations during a joint book-reading task." Early Child Development and Care 181, no. 10 (December 2011): 1409–19. http://dx.doi.org/10.1080/03004430.2010.533268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Tsybina, Irina, and Alice Eriks-Brophy. "Poster 67: Dialogic Book-Reading Intervention With Spanish-English Bilingual Late-Talking Toddlers." Archives of Physical Medicine and Rehabilitation 89, no. 10 (October 2008): e45. http://dx.doi.org/10.1016/j.apmr.2008.08.170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Rescorla, Leslie. "Do late-talking toddlers turn out to have reading difficulties a decade later?" Annals of Dyslexia 50, no. 1 (January 2000): 85–102. http://dx.doi.org/10.1007/s11881-000-0018-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Godwin, Amber J., Mary Margaret Capraro, William H. Rupley, and Robert M. Capraro. "Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics." Child Development Research 2017 (February 19, 2017): 1–10. http://dx.doi.org/10.1155/2017/4506098.

Full text

Abstract:

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

APA, Harvard, Vancouver, ISO, and other styles

38

Girolametto, Luigi, and Elaine Weitzman. "Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers." Language, Speech, and Hearing Services in Schools 33, no. 4 (October 2002): 268–81. http://dx.doi.org/10.1044/0161-1461(2002/022).

Full text

Abstract:

Purpose: This exploratory study investigated the responsive language input of 26 child care providers to young children enrolled in community child care centers. Method: Three subtypes of responsive interaction strategies were rated and compared across two age groups (toddlers, preschoolers) and two naturalistic contexts (book reading, play dough activity). The toddlers were between 17 and 33 months of age and the preschoolers were between 30 and 53 months of age. Caregiver-child interactions were rated using the Teacher Interaction and Language Rating Scale (Girolametto, Weitzman, & Greenberg, 2000) to provide information about the frequency of responsive language strategies. Results: Caregivers used similar levels of child-centered and interaction-promoting strategies with both age groups, but used more labelling with toddlers and more topic extensions with preschoolers. The context of the interaction exerted a systematic influence on the caregivers' use of responsive strategies, with the play dough activity providing the most responsive input overall. There was a strong positive relationship between all three subtypes of caregivers' responsiveness and variation in the preschoolers' language productivity. In contrast, only interaction-promoting strategies were positively related to measures of the toddlers' language productivity. Clinical Implications: The results of this study suggest that caregivers' responsiveness in group interactions is highly dependent on the context of the interaction and, to a lesser extent, on the language abilities of the children. Future research is required to determine if inservice training can enhance levels of responsiveness and accelerate language learning in young children in group care.

APA, Harvard, Vancouver, ISO, and other styles

39

Higuchi, Hiroki, Yuko Okumura, Sanae Fujita, Takashi Hattori, and Tessei Kobayashi. "Influence of letter properties for toddler’s Katakana reading and writing acquisition." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 2AM—103–2AM—103. http://dx.doi.org/10.4992/pacjpa.82.0_2am-103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

PATTERSON, JANET L. "Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 493–508. http://dx.doi.org/10.1017/s0142716402004010.

Full text

Abstract:

This study investigated the relationships of expressive vocabulary size with frequency of being read to and frequency of watching television among 64 bilingual 21- to 27-month-old children from homes in which Spanish and English were spoken. The frequency of being read to in each language was related positively with expressive vocabulary size in the same language, and the relationships were significant even when taking the children's age and overall exposure to each language into account. The frequency of watching television was not related significantly to vocabulary size in either language.

APA, Harvard, Vancouver, ISO, and other styles

41

Li, Rui, Nathan Rose, Yi Ming Zheng, Yunwei Chen, Sean Sylvia, Henry Wilson-Smith, Alexis Medina, Sarah-Eve Dill, and Scott Rozelle. "Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis." International Journal of Environmental Research and Public Health 18, no. 4 (February 4, 2021): 1457. http://dx.doi.org/10.3390/ijerph18041457.

Full text

Abstract:

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

APA, Harvard, Vancouver, ISO, and other styles

42

Farquharson, Kelly, and Carolyn Babeu. "Examining Caregiver Knowledge of Shared Book Reading Practices for Infants and Toddlers Who Are Deaf or Hard of Hearing: A Pilot Study." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1199–211. http://dx.doi.org/10.1044/2020_persp-19-00071.

Full text

Abstract:

Purpose Parents of children who are deaf or hard of hearing (DHH) often report difficulty engaging their children in successful reading experiences. Shared book reading (SBR) is associated with many aspects of language growth for children who are deaf and hard of hearing. The primary purpose of this pilot study was to investigate the effectiveness of a 4-week training program in improving caregiver knowledge of emergent literacy features and SBR practices for deaf and hard-of-hearing children. Method Three caregivers with infants or toddlers who were DHH attended a 4-week SBR training. Each week focused on a specific language or literacy construct taught within the context of a picture storybook. Pre- and posttest questionnaires were used to assess caregivers' knowledge of SBR and early literacy. An additional follow-up questionnaire was completed to rate self-perceived changes in confidence levels and overall satisfaction with the training. Results All caregivers made gains in knowledge of shared-book reading practices. Caregivers reported increased confidence in their ability to implement SBR practices at home with their child who was DHH. Caregivers also shared important insight regarding ways in which this pilot program can be improved for the future. Conclusions This study contributes to the field by determining that knowledge gains and increased confidence can result from a brief caregiver training, as well as providing suggestive feedback for future trainings of this nature. Our supplemental materials include the PowerPoint files that were used for this training. Early identification of young children who are DHH and the provision of appropriate amplification or hearing technology, such as hearing aids or cochlear implants, has given children greater access to oral language. Early provision of services may provide families the support they need to become actively involved in promoting their child's linguistic development ( Moeller, 2000 ). Family involvement, in the form of parent–child reading, has led to gains within receptive and expressive vocabulary, narrative skills, and later reading comprehension for children who are deaf or hard of hearing (DHH; Ezell et al., 2000 ; Hargrave & Sénéchal, 2000 ; Zevenbergen & Whitehurst, 2003 ). The purpose of this pilot study was to examine the extent to which a 4-week SBR training influences caregiver knowledge of important early literacy concepts and results in increased confidence levels in caregivers of infants and toddlers who are DHH. Supplemental Material https://doi.org/10.23641/asha.12948830

APA, Harvard, Vancouver, ISO, and other styles

43

Arango, Juan Jailer, Aura Lucia Leal, Maria Del Pilar Montilla, and German Camacho Moreno. "Inference of the phenotypic resistance profile of Pseudomonas aeruginosa through an interpretative reading of the antibiogram in a pediatric hospital. 2006-2014." Revista de la Facultad de Medicina 64, no. 3 (July 1, 2016): 409. http://dx.doi.org/10.15446/revfacmed.v64n3.51770.

Full text

Abstract:

Introduction: Pseudomonas aeruginosa behaves as an opportunistic pathogen involved in hospital infections, with high capacity to generate resistance to antibiotic treatment. The interpretative reading of the antibiogram makes possible inferring these resistance mechanisms and establishing appropriate antibiotic treatment.Objective: The interpretative reading of the antibiogram seeks to infer the resistance phenotype of P. aeruginosa at Fundación Hospital de la Misericordia (HOMI, by its acronym in Spanish) between 2006 and 2014.Materials and methods: Descriptive cross-sectional study where a search of positive antibiogram reports for P. aeruginosa was performed. The resistance phenotype was deduced based on the interpretative reading of the antibiogram.Results: A sample of 463 positive antibiograms for P. aeruginosa was obtained; these samples were taken from children aged 0 to 17, showing a higher prevalence among infants and toddlers. The antibiograms mainly came from male subjects (62.2%). The most frequent hospitalization services were: PICU —pediatric intensive care unit— (30.2%) and general hospitalization (27.3%). The most common sources of isolation were: blood (24.4%) and urine (23.8%). 11 phenotypes were characterized, being the most common: natural phenotype (63.2%), loss of porin OprD (5.7%) and partial and full AmpC derepression (8.4% and 8.2%, respectively).Conclusion: Isolation of P. aeruginosa at HOMI predominantly shows a natural phenotype. The interpretative reading of the antibiogram allowed inferring 11 phenotypes.

APA, Harvard, Vancouver, ISO, and other styles

44

Takada, Akira, and Michie Kawashima. "Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver–child picture book reading activities." Research on Children and Social Interaction 3, no. 1-2 (August 29, 2019): 196–223. http://dx.doi.org/10.1558/rcsi.37287.

Full text

Abstract:

Although storytelling is a central practice in everyday interaction, it is not an easy task for young children, because it requires extended turns-at-talk. To tell a story successfully, a child requires considerable support from the recipient. In this article, we examine how storytelling is facilitated in Japanese caregiver–child interactions, focusing on the strategies employed by caregivers to elicit storytelling from 2- to 3-year-old children during picture book reading activities. Our analysis indicates that caregivers employ various multimodal strategies in encouraging children to launch, develop, and end a story, and that these strategies are themselves effectively implemented through the application of several grammatical features, conventional expressions, and formulaic words. Hence, storytelling functions as a valuable device in orchestrating attention, affect, and morality in caregiver–child interactions.

APA, Harvard, Vancouver, ISO, and other styles

45

Kim, Heejin. "Interactions of Mothers-Toddlers in a Joint Book Reading and Mutually Responsive Orientation in Play." Journal of Educational Studies 46, no. 1 (March 31, 2015): 45. http://dx.doi.org/10.15854/jes.2015.03.46.1.45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fletcher, Kathryn L., and W. Holmes Finch. "The role of book familiarity and book type on mothers’ reading strategies and toddlers’ responsiveness." Journal of Early Childhood Literacy 15, no. 1 (March 6, 2014): 73–96. http://dx.doi.org/10.1177/1468798414523026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Robertson, Lyn. "What Do We Want Them To Be When They Grow Up?" Perspectives on Hearing and Hearing Disorders in Childhood 20, no. 1 (March 2010): 27–31. http://dx.doi.org/10.1044/hhdc20.1.27.

Full text

Abstract:

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

APA, Harvard, Vancouver, ISO, and other styles

48

Shaw, Alyson. "Read, speak, sing: Promoting early literacy in the health care setting." Paediatrics & Child Health 26, no. 3 (April 27, 2021): 182–88. http://dx.doi.org/10.1093/pch/pxab005.

Full text

Abstract:

Abstract This statement will help health care providers assess and advise on early literacy with families in almost any practice setting. It defines emergent literacy skills, including early language learning and storytelling, and explores the benefits of reading, speaking, and singing with infants and toddlers for both children and caregivers. Book sharing at bedtime and other language-related routines positively affect family, relational, and social-emotional health. Early exposure to any language, when spoken at home, can benefit literacy learning in other languages children may encounter. Specific recommendations for clinicians counselling families on early literacy are included.

APA, Harvard, Vancouver, ISO, and other styles

49

Choe, Mi Seon, and Hee Jung Chung. "The Effect of Picturebook Reading Activities with Grandparents Volunteer in Child Care Center on Toddlers’ Emotional Intelligence." Korean Joural of Children's Media 16, no. 3 (September 30, 2017): 93–121. http://dx.doi.org/10.21183/kjcm.2017.09.16.3.93.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Lee, Da Ye, and YoonKyoung Lee. "Effects of Interactional Context on Intentional Communicative Acts of Toddlers: Focused on Free Play and Book Reading." Communication Sciences & Disorders 23, no. 3 (September 30, 2018): 560–69. http://dx.doi.org/10.12963/csd.18538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!