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Littérature scientifique sur le sujet « Children – Books and reading – Scandinavia »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Children – Books and reading – Scandinavia"

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Fauzi, Chandra, et Basikin. « The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English ». JPUD - Jurnal Pendidikan Usia Dini 14, no 1 (30 avril 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 Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.
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Durfee, Sarah. « READING BOOKS FOR CHILDREN ». American Biology Teacher 73, no 1 (1 janvier 2011) : 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.c.

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Durfee, Sarah. « READING BOOKS FOR CHILDREN ». American Biology Teacher 73, no 1 (1 janvier 2011) : 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.d.

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Grimshaw, Shirley, Naomi Dungworth, Cliff McKnight et Anne Morris. « Electronic books : children?s reading and comprehension ». British Journal of Educational Technology 38, no 4 (juillet 2007) : 583–99. http://dx.doi.org/10.1111/j.1467-8535.2006.00640.x.

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Girsang, Martina, Roh Meidar Lafau, Riska Wati Sihombing, Ruth Mutiara Br Sinaga et Hertina Angelina Br Hutahayan. « Steps in Introducing Reading Books to Children ». International Journal of Education and Digital Learning (IJEDL) 1, no 3 (20 février 2023) : 89–96. http://dx.doi.org/10.47353/ijedl.v1i3.15.

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The purpose of the article is to educate the children by reading books. It shows the step by step in introducing reading books to children. An introducing reading books to children on the early age is important. Books are a storehouse of knowledge that needs to be presenting to the children until they grow up . The role of parents towards children is very important because the way parents educate children will determine their abilities and creativity for their future. Parents should be responsible for the growth and development of children in building children's character by introducing small things around children such as books. The function is to ensure that the small family in their own children are provide facilities and infrastructure to develop skills as provisions in social life, as well as media in instilling social and cultural values as early as possible. The method used in this study is the descriptive method and qualitative approach.
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Liddicoat, Anthony. « Reading picture books on television ». Australian Review of Applied Linguistics 14, no 1 (1 janvier 1991) : 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.
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Jones, Sally Ann. « Children Reading Series Books : Ways into Peer Culture and Reading Development ». Changing English 22, no 3 (3 juillet 2015) : 307–25. http://dx.doi.org/10.1080/1358684x.2015.1049513.

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Simoncini, Kym, Hilary Smith et Lara Cain Gray. « Culturally relevant reading books for Papua New Guinean children : Their reading rights and preferences ». Australasian Journal of Early Childhood 45, no 4 (22 octobre 2020) : 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.
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Wang, Lin, et Ha-Na Lee. « Digital Content Design Making Children Like Reading Books ». Journal of the Korea Contents Association 16, no 11 (28 novembre 2016) : 20–28. http://dx.doi.org/10.5392/jkca.2016.16.11.020.

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Martinović, Ivana, et Ivanka Stričević. « Picture-books : first structured reading materials for children ». Libellarium : journal for the research of writing, books, and cultural heritage institutions 4, no 1 (9 novembre 2012) : 39. http://dx.doi.org/10.15291/libellarium.v4i1.153.

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Thèses sur le sujet "Children – Books and reading – Scandinavia"

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Olsen, Carolyn Ann. « Children + parents + books = enhanced literacy ». CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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Brown, Kelly Sue. « Author studies : Connecting children with the world of books ». CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.

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Levinovic-Healy, Annah H. « Children reading in a post-typographic age : Two case studies ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.

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In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture. The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures. The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school. The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts. The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.
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Boulware, Beverly Joan. « An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory ». Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was any particular reading level from which children tended to choose their recreational reading books.The analyses did not allow rejection of Hypotheses I and II. There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library.The analyses did allow rejection of Hypotheses III and IV. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels.Hypothesis V was tested using the Pearson correlation coefficient to determine the relationship between the reading levels of the recreational reading books the children chose and read and the reading levels of the books the children chose and did not read.The analysis failed to reject Hypothesis V. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read. Although this hypothesis did not prove to be statistically significant, the following tendency was observed: the easier the readability of the book, the more likely it was to have been read.The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average students chose books between their independent and developmental reading levels.
Department of Elementary Education
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Smith, Margaret Anne. « Parents reading aloud to their children ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.

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Abel, Susan S. « Reading to children : Core literature units for kindergarten and first grade ». CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.

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Schultz, Samantha Jane, et University of Lethbridge Faculty of Education. « The voices of children : understanding children's reading worlds ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

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Sollars, Valerie. « The influence of conditions of reading on early literacy development / ». Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.

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This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.
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Wahl, Anna. « Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices ». Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.

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Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.
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Kerper, Richard Michael. « Three Children Viewing and Reading : Transactions with Illustrations and Print in Informational Books ». Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220459689.

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Livres sur le sujet "Children – Books and reading – Scandinavia"

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Merete, Knudsen, dir. Nye kjønnsroller i barne- og ungdomslitteraturen 1981-84 : En annotert litteraturliste. Oslo : Likestillingsrådet, 1985.

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Birkeland, Tone. Norsk barnelitteraturhistorie. 2e éd. Oslo : Norske samlaget, 1997.

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Reading real books. Buckingham [England] : Open University Press, 1992.

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Children & books. 9e éd. New York ; Don Mills, Ont : Longman, 1997.

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Sutherland, Zena. Children & books. 9e éd. New York : Longman, 1997.

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Lutrario, Chris. Hooked on books : Children reading fiction. London : Collins Educational, 1994.

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Lutrario, Chris. Hooked on books : Children reading fiction. London : Harcourt Brace Jovanovich, 1990.

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Zimbabwe International Book Fair Trust., dir. Indaba98 : Books & children. Harare, Zimbabwe : Zimbabwe International Book Fair Trust, 1998.

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Moll, Patricia Buerke. Children & books. Tampa, Fla. (4104 Lynn Ave., Tampa 33603) : P.B. Moll, 1991.

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1884-1969, Arbuthnot May Hill, et Monson Dianne L, dir. Children and books. 7e éd. Glenview, Ill : Scott, Foresman, 1986.

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Chapitres de livres sur le sujet "Children – Books and reading – Scandinavia"

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Lamb, Edel. « Reading Boyhood : The Books and Reading Practices of Early Modern Schoolboys ». Dans Reading Children in Early Modern Culture, 107–49. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70359-6_4.

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Butler, Catherine, et Hallie O’Donovan. « The Eagle Has Landed : Representing the Roman Invasion of Britain in Texts for Children ». Dans Reading History in Children's Books, 17–47. London : Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_2.

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Torr, Jane. « Picture Books for Children from Birth to Three ». Dans Reading Picture Books with Infants and Toddlers, 117–32. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003168812-8.

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Lamb, Edel. « Books for ‘Childish Age’ : Youthful Reading Cultures in Early Modern England ». Dans Reading Children in Early Modern Culture, 71–106. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70359-6_3.

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Segal-Drori, Ora, Ofra Korat et Pnina S. Klein. « What Can Better Support Low SES Children’s Emergent Reading ? Reading e-Books and Printed Books with and Without Adult Mediation ». Dans Technology as a Support for Literacy Achievements for Children at Risk, 59–71. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_6.

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Sénéchal, Monique. « Reading Books to Young Children : What It Does and Does Not Do ». Dans Literacy Development and Enhancement Across Orthographies and Cultures, 111–22. Boston, MA : Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0834-6_8.

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Chidembo, Alfred. « Founder of Aussie Books for Zimbabwe ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 223–31. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Chidembo, Alfred. « Founder of Aussie Books for Zimbabwe ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 223–31. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Kasali, Shannon O’rourke. « Books for Congo, Democratic Republic of the Congo ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 201–12. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-19.

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Kasali, Shannon O’rourke. « Books for Congo, Democratic Republic of the Congo ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 201–12. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-19.

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Actes de conférences sur le sujet "Children – Books and reading – Scandinavia"

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Cunningham, Sally Jo. « How children find books for leisure reading ». Dans Proceeding of the 11th annual international ACM/IEEE joint conference. New York, New York, USA : ACM Press, 2011. http://dx.doi.org/10.1145/1998076.1998170.

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Hsieh, Ivy Haoyin. « Co-Reading Picture Books With Indigenous Children ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1433235.

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Tingari, Wisal M., Izzeldin M. Osman et Moawia E. Yahia. « A comparison study on children reading stories from e-books and from traditional books ». Dans 2010 IEEE/ACS International Conference on Computer Systems and Applications (AICCSA). IEEE, 2010. http://dx.doi.org/10.1109/aiccsa.2010.5587012.

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Dwijayanti, Hutami, et Riama Maslan Sihombing. « The Role of Digital Books in Increasing Reading Motivation among Children with Dyslexia ». Dans ICON ARCCADE 2021 : The 2nd International Conference on Art, Craft, Culture and Design (ICON-ARCCADE 2021). Paris, France : Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211228.066.

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Mao, Wenqing, Satoe Saigusa et Inho Chung. « Current Status of Hearing-Impaired Children in Reading Picture Books With Their Parents in China : Comparison With Normal Hearing Children ». Dans 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.229.

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Monkevičienė, Ona, Birutė Autukevičienė et Kristina Stankevičienė. « The Impact of Reading Self-Made Personalised Books on Two- to Four-Year-Old Children’s Linguistic Expressions When Speaking about Themselves ». Dans 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.47.

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This study aimed to analyse the impact of reading personalised books on the linguistic expression of two-to four-year-old children when speaking spontaneously about themselves during the sensitive period of self-identification. A natural experiment was carried out using self-made books, which consisted of personalised and non-personalised parts. The personal parts of the books, which reflected each child’s home environment and what they liked, were specially designed for each child. Thirty-six children aged between two and four years who attended an early childhood education institution participated in the study. The study sessions were recorded. The data analysis was conducted by applying a case study method, and the collected data were analysed qualitatively by assessing the content of the children’s speech, emotions and gestures. Five typical cases were identified and described. They substantiated that the personalised parts of the books consisting of pictures from each child’s environment encouraged them to use more words when speaking about themselves, to use more varied and complex means of linguistic expression when talking about familiar things, to choose appropriate linguistic means when referring to the self in the first person and/or to speak about themselves from the perspective of the other. The influence of the personalised parts of the books was not observed until the children started identifying themselves as separate subjects.
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Gloza, Natalya. « «Ecology, Books and Us». The program of ecological education in Library of Family Reading of Lomonosov town ». Dans The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-60-64.

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The program Family Reading Library in the town of Lomonosov: «Ecology, Books and Us» is discussed. The program is targeted at building ecological literacy and culture in the children, from preschoolers to senior schoolchildren of St. Petersburg Petrodvorets District.
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Rudman, Olga Borisovna. « "Until the light fades, until the candle burns…» ». Dans International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97242.

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This work is devoted to the Russian language. In the article, the author speaks about the importance of dictionaries, reference books and encyclopedias. The relevance of the research is caused by the fact that children in the modern world pay insufficient attention to reading, as well as by the fact that modern technologies are replacing the usual paper versions of books, and electronic copies are replacing them.
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Rodionova, Oxana. « MILESTONES IN TRANSLATING CHINESE LITERATURE FOR CHILDREN INTO RUSSIAN LANGUAGE ». Dans 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.31.

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The purpose of this study is to observe the overall picture of translations of Chinese literature for children into Russian language from the first editions to the present day. In addition to compiling a complete chronological list of all Chinese books translated into Russian from the category of children’s reading, our tasks included identifying and characterizing the main periods, trends and patterns in the development of translation and book publishing of Chinese children’s literature in Russian, analyzing the dynamics of translations in different years, analyzing the activities of translators who contributed to the development of cultural ties between the two countries, listing the names of the best illustrators, whose work played an important role in popularizing Chinese literature for children, identifying the main problems in translation and publication of children’s Chinese books in Russia at different periods. After studying the general picture of translations of Chinese literature for children into Russian, as well as taking into account the nature of historical events and political relations between China and Russia, we propose to distinguish the following seven periods in translation: 1779–1917; 1918–1949; 1950–1959; 1960–1980; 1981–1991; 1992–2013; since 2014.
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Agorou, Antonia, Emily Kallinikou, Evdoxia Kyriacou, Konstantina Miltiadous et Iolie Nicolaidou. « THE POTENTIAL OF AUGMENTED REALITY BOOKS TO INFLUENCE READING ATTITUDES OF 8-9 YEAR-OLD CHILDREN : AN EXPLORATORY STUDY ». Dans 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0560.

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Rapports d'organisations sur le sujet "Children – Books and reading – Scandinavia"

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Robledo, Ana, et Amber Gove. What Works in Early Reading Materials. RTI Press, février 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Oza, Shardul, et Jacobus Cilliers. What Did Children Do During School Closures ? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva et Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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