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An Analysis Of Verbal Interactions During Dialogic Reading With Spanish Speaking Children Enrolled In A Head Start Home Visiting Program
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Book Synopsis An Analysis of Verbal Interactions During Dialogic Reading with Spanish-speaking Children Enrolled in a Head Start Home Visiting Program by : Lillian Karen Duran
Download or read book An Analysis of Verbal Interactions During Dialogic Reading with Spanish-speaking Children Enrolled in a Head Start Home Visiting Program written by Lillian Karen Duran and published by . This book was released on 2007 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Let's Read Together by : Andrea DeBruin-Parecki
Download or read book Let's Read Together written by Andrea DeBruin-Parecki and published by Brookes Publishing Company. This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first and only tool to measure the quality of adult and child interactions during joint book reading, ACIRI helps parents promote the development of emergent literacy skills.;
Book Synopsis Use of Spanish in Head Start and Dual Language Learners' Academic Achievement by : Elizabeth B. Miller
Download or read book Use of Spanish in Head Start and Dual Language Learners' Academic Achievement written by Elizabeth B. Miller and published by . This book was released on 2016 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of Spanish-speaking Dual Language Learners (DLLs) is growing rapidly in the U.S., representing an increasing share of Head Start participants. The recent experimental Head Start Impact Study (HSIS) found that Spanish-speaking DLLs benefitted more from assignment to Head Start on some academic outcomes than monolingual-English speakers, and this dissertation aimed to understand whether classroom use of Spanish played a role in these impacts.Specifically, this mixed-methods dissertation sought to answer: 1) What child, family, and institutional factors are associated with enrollment in early care environments that use Spanish for instruction?; 2) Are there main effects of Spanish language instruction on Spanish-speaking DLL children's English academic school readiness skills?; and 3) Does Head Start differentially benefit Spanish-speaking DLL children instructed in Spanish? These research questions were answered using the two largest, nationally representative samples of Head Start children -- the HSIS and the Head Start Family and Child Experiences Survey (FACES, 2009 Cohort). Results showed that whether children's first language was exclusively Spanish and whether other DLL families previously attended the ECE arrangement predicted whether DLL children enrolled in centers that used Spanish for instruction. Further, DLL children instructed in Spanish had higher English receptive vocabulary skills at the end of Head Start than those not instructed, with children who attended Head Start and instructed in Spanish having the highest scores. Using the results from these secondary data analyses, classroom observations were then conducted at four local Head Start sites to answer: 4) How is Spanish used in local Head Start classrooms, for what purposes, and how may the use of Spanish possibly contribute to DLL children's school readiness? Results showed that in accordance with Head Start's "whole child" model of development, Spanish was used to promote English oral language skills in academic, socio-emotional, and health domains as well as to strengthen the home-school partnership. Taken together, the results of this mixed-methods dissertation imply that Head Start should continue targeting their resources in ways that support the home language such as bilingual teacher and staff hiring, classroom language supports, and curriculum decisions that stress the importance of both languages.
Book Synopsis Language Development and Disorders in Spanish-speaking Children by : Alejandra Auza Benavides
Download or read book Language Development and Disorders in Spanish-speaking Children written by Alejandra Auza Benavides and published by Springer. This book was released on 2017-06-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
Book Synopsis Supporting Hispanic Mothers with Preschool Children with Speech And/ Or Language Delays Via Dialogic Reading and Coaching Within the Home by : Natalie Elizabeth Dopson
Download or read book Supporting Hispanic Mothers with Preschool Children with Speech And/ Or Language Delays Via Dialogic Reading and Coaching Within the Home written by Natalie Elizabeth Dopson and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Book Synopsis Spanish-speaking Parents' Perceptions of Their Children's Social, Cultural, and Academic Improvements And/or Difficulties While Enrolled in an Urban Dual Language Head Start Program by : Cassandra E. Parker
Download or read book Spanish-speaking Parents' Perceptions of Their Children's Social, Cultural, and Academic Improvements And/or Difficulties While Enrolled in an Urban Dual Language Head Start Program written by Cassandra E. Parker and published by . This book was released on 2011 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis On Reading Books to Children by : Anne van Kleeck
Download or read book On Reading Books to Children written by Anne van Kleeck and published by Routledge. This book was released on 2003-04-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.
Book Synopsis Spanish-Language Narration and Literacy by : Allyssa McCabe
Download or read book Spanish-Language Narration and Literacy written by Allyssa McCabe and published by Cambridge University Press. This book was released on 2008-09-08 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.
Book Synopsis How Children Learn the Meanings of Words by : Paul Bloom
Download or read book How Children Learn the Meanings of Words written by Paul Bloom and published by MIT Press. This book was released on 2002-01-25 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Book Synopsis Dialogic Reading with Emotion-laden Storybooks by : Melissa S. Mincic
Download or read book Dialogic Reading with Emotion-laden Storybooks written by Melissa S. Mincic and published by . This book was released on 2009 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving both literacy and social-emotional skills has become a focus of recent intervention research. Replicating procedures previously implemented by Whitehurst et al. (1994, 1999) with emotion-laden storybooks, this study introduced and evaluated intervention methods (i.e., teacher-directed small-group storybook readings) aiming to simultaneously enhance preschooler's vocabulary and social-emotional skills. Participants included 27 teachers and 114 children in the southern Colorado Rocky Mountain SER Head Start Program divided into 2 groups: the intervention group (i.e., teachers used dialogic reading techniques during storybook readings) and the book reading control group (i.e., teachers read storybooks as usual). Results regarding intervention effects across experimental group assignment and Head Start programming dosage revealed that of children attending half-day and full-day classrooms assigned to the intervention and book reading control groups, children attending half-day Head Start classrooms assigned to the intervention group demonstrated the greatest affective perspective taking skills of all groups. Children attending full-day Head Start classrooms assigned to the intervention group, however, demonstrated the least affective perspective taking skills of all groups. Results also revealed that children in classrooms assigned to the intervention group had stronger vocabulary skills and demonstrated greater productiveness during classroom activities than children in classrooms assigned to the book reading control group. Findings warrant the potential value of future research investigating altered intervention methods. Teachers held favorable attitudes toward intervention implementation. Education and educational policy implications are discussed.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309388570 Total Pages :525 pages Book Rating :4.3/5 (93 download)
Book Synopsis Parenting Matters by : National Academies of Sciences, Engineering, and Medicine
Download or read book Parenting Matters written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-21 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Book Synopsis Contrastive Analysis of the Language Structures of Three Ethnic Groups of Children Enrolled in Head Start Programs by : Randell Earl Rockey
Download or read book Contrastive Analysis of the Language Structures of Three Ethnic Groups of Children Enrolled in Head Start Programs written by Randell Earl Rockey and published by . This book was released on 1970 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Children's Peer Talk by : Asta Cekaite
Download or read book Children's Peer Talk written by Asta Cekaite and published by Cambridge University Press. This book was released on 2014-04-03 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection offers an in-depth study of children's peer talk and its potential impact on children's learning.
Book Synopsis Teacher Communication With Native English and Native Spanish Speaking Parents During Head Start Parent -Teacher Conferences by :
Download or read book Teacher Communication With Native English and Native Spanish Speaking Parents During Head Start Parent -Teacher Conferences written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Parents' Understanding and Application of Dialogic Reading While Teaching Their Preschoolers the Social Skills Associated with Courage, Empathy, and Love by : Tiffany McMonigle
Download or read book Exploring Parents' Understanding and Application of Dialogic Reading While Teaching Their Preschoolers the Social Skills Associated with Courage, Empathy, and Love written by Tiffany McMonigle and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The development of morality in children has been deemed one of the most important endeavors of parenting (Klein, 2002; Lickona, 1983). Being that children first learn about moral elements from their parents (Lickona, 1992), it is necessary to understand how parents approach teaching the social skills associated with moral elements. As such, the purpose of this study was to explore parents' understanding and application of dialogic reading while teaching their preschoolers the social skills associated with courage, empathy, and love. Literature pertaining to moral development, children's literature and moral development, parents and shared book experiences, the connection between social skills and literacy, and dialogic reading was reviewed in order to inform this study. Three middle class mothers and their five-year-old children participated. Using a qualitative, case study research design, multiple forms of data were collected. All data collected were analyzed using Vygotsky's (1978) Zone of Proximal Development (ZPD) in order to make sense of the social interactions, which took place between the three mothers and their children during shared book experiences. The findings reveal all participating mothers and their children moved from their initial development level to a more advanced developmental understanding of the social skills associated with courage, empathy, and love in collaboration with more knowledgeable others. Each of the participants demonstrated differences in both cognitive and affective behaviors during shared book experiences from the initial observation to the post dialogic reading training observations. Recommendations for future research are offered.
