Children's Literacy Development Research Articles

Print-Rich Speech Sound Therapy Sessions: The Theory Behind It and Plans for Implementation

Purpose: Print knowledge is a powerful predictor of later reading abilities, which are crucial to children's academic success. Children with speech sound disorders (SSDs) are at risk for literacy difficulties. Speech sound therapy is an opportune time to address not only speech sound production but also the connections between speech sounds and their associated letters and letter patterns. This tutorial aims to provide a rich source of evidence to support the use of print and print-referencing in speech sound therapy sessions. We include feasible suggestions for speech-language pathologists (SLPs) to facilitate print-rich experiences for children with SSDs. Incorporating orthography into therapy sessions, through activities such as shared book reading, allows SLPs to address speech sound errors while supporting children's literacy development. Conclusions: This tutorial provides an overview of the risk of literacy deficits in children with SSDs and describes the theoretical underpinnings of why incorporating print is a powerful learning tool. We expand on the research behind print referencing in preschool classrooms. Finally, we provide detailed examples, including book lists and therapy ideas for a variety of ages, to help SLPs add print referencing to their therapy toolkit.

Literacy Alley: Efforts to Enhance Literacy Passion Among Students at Kanisius Demangan Baru Yogyakarta Elementary School

This study aims to explore and evaluate the efforts made in increasing literacy love in students of Kanisius Demangan Baru Elementary School (SD) in Yogyakarta. Literacy plays a crucial role in students' intellectual and social development, and an understanding and appreciation of literacy can enrich their educational experience. This research method involves collecting qualitative data through classroom observation, interviews with teachers and students, as well as analyzing documents related to literacy programs that have been implemented, and finally drawing conclusions. The results showed that efforts to increase love for literacy involve innovative teaching strategies and integrating literacy into the curriculum. Teachers actively promote students' interest in reading through activities such as book discussion groups, story and storytelling performances, library visits, promoting literacy corner projects in classrooms, and enlivening school walls and hallways with student literacy works. In addition, science literacy programs can also improve students' knowledge of nature, and storytelling teacher programs can improve teachers' and students' abilities with literary appreciation. The evaluation results showed a positive increase in students' reading interest and literacy understanding. The findings may provide insight for other schools looking to increase the love of literacy at the primary level, emphasizing the importance of collaboration between teachers, students, and parents in creating an educational environment that supports children's literacy development.

Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers

ABSTRACT Digital literacy development begins in early childhood and contributes to a widening digital divide. The present study examines the complex interplay between family socioeconomic status (SES), home digital resources (HDR), parental mediation (PM), and early digital literacy development in young children. A survey titled Home Digital Practice Survey (HDPS) was responded to by 1,876 Chinese parents of preschoolers (Mage = 4.28 years, SD = 0.98, 48.8% girls). Results, derived from both correlation analysis and structural equation modeling, established that (1) there was a significant correlation between family SES and early digital literacy in children (β = .102, p < .01), and (2) HDR (β = 0.285, p < .001) and PM (β = 0.290, p < .001) served as simultaneous mediators linking family SES and early digital literacy. The findings are discussed as relevant to minimizing the digital divide and enhancing children's digital literacy.

Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean-English bilingual children.

Studies have emphasized the significance of maintaining a heritage language for various reasons such as the establishment of linguistic and cultural identity, as well as socio-emotional development. Despite the crucial role that literacy development in a heritage language plays in language preservation, there is a scant research that explores the impact of home literacy environment and literacy development in children with a heritage language. This study aimed to examine the home literacy environment and literacy-related skills in 4-to 5-year-old Korean-English bilingual children living in an English-speaking country, Australia, whose heritage language is Korean, and to investigate the relationships among the home literacy environment factors and the child-internal literacy-related skills. The study employed parental questionnaires and video analyses of parent-child shared book reading sessions to assess the Korean and English home literacy environment. Children's early literacy skills in Korean and English, along with their Korean, English, and conceptual vocabulary skills, were measured as literacy-related skills. The findings indicated that parents utilized an indirect approach for Korean literacy practices, in contrast to a more direct and explicit method for English literacy practices. However, active and direct literacy practices were found to be essential for Korean early literacy development, while indirect methods are sufficient for English early literacy skills. Moreover, the availability of abundant Korean literacy resources at home had a positive impact on the development of Korean and English, as well as conceptual vocabulary skills. In conclusion, this study underscores the importance of providing a robust literacy environment in a heritage language in bilingual families to promote language proficiency in both the heritage language and the dominant social language, while also supporting the development of conceptual language skills.

Effects of Using the Jolly Phonics Programme in Teaching English Literacy and Its Influence on Reading Motivation

This research investigated whether Jolly Phonics enhances pupils' literacy and communication abilities. Thus, the principal objective was to determine how Jolly Phonics improves students' speaking, English proficiency and literacy ability, phonemic awareness, and reading motivation. This study of English competence and reading ability is limited to Jolly Phonics. A qualitative study design was used, and data were sourced through secondary sources. The findings of the study support previous conclusions that Jolly Phonics is crucial to children's literacy development. This article's lack of a statistical evaluation of the strategy was a drawback, even when the results demonstrated that the tactics worked. Notwithstanding these limitations, children's interactions and accomplishments in learning Jolly Phonics' functionality, as explained previously in this article, showed that they are indeed growing and improving their English language proficiency, as they grew up knowing many alphabet sounds, remember many complicated utterances, combined utterances on their own, learned and started writing independently, etc. The fourth technique wrap-up English is the worldwide language of communication. Therefore, children should learn to read and write in it early on. Due to reading's complexity, teaching kids to read took time. The five Jolly Phonics skills, given in various ways as proposed in this study, have been shown to increase young learners' English ability. Teachers must prepare for each student's needs and ability level to succeed.

The interdisciplinary approach as tool of pharmaceutical education of children: from theory to practice

The pharmaceutical literacy is a necessary element of ensuring quality of human life that is to be formed at early age. The article demonstrates that key direction of development of health literacy is pharmaceutical education involving pharmaceutical workers. The necessity of development of pharmaceutical literacy in children through involvement into process of pharmaceutical education pedagogues and parents/legal representatives of child. The article presents analysis of normative legal documents regulating strategic directions of state and international policy in the field of protection of health and rights of minor citizen/children that regulate organization of pharmaceutical and educational activities and requirements to pharmaceutical and pedagogical workers within the framework of their professional role. The problematic zones in organization of pharmaceutical counseling of minors citizen were discovered. The necessity to improve professional competence of pharmaceutical and pedagogical workers in organization of pharmaceutical education of children of preschool and school age is established. The results of sociological survey of minor citizen and their parents demonstrated inadequate level of pharmaceutical literacy of respondents. On the basis of research results structural model of interaction of participants of pharmaceutical education of children (pharmaceutical workers - parents - pedagogues). The communication relations at the stage of transferring pharmaceutical knowledge to minor personality were revealed. The main result of the study is original structural functional model of organization of pharmaceutical education of children implementing interdisciplinary approach in forming pharmaceutical knowledge in children of preschool and school age. The stages of interaction of participants and professional tasks of pharmaceutical and pedagogical specialists in process of teaching children skills of pharmaceutical safety are determined.

Pre-school children's literacy development in the Kazakh home learning environment

The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.

The influence of social networks on children’s literacy: challenges and opportunities

This article addressed the influence of social media on childhood literacy, exploring challenges and opportunities. The study was based on a bibliographic research, utilizing theoretical references from Castro (2021), Bezerra and Pimentel (2016), Veiga (2002), and Barros (2015). The central objective was to comprehend how frequent use of social media affects the development of literacy in children and adolescents, seeking to identify patterns, challenges, and coping strategies. The analysis of theoretical data revealed significant correlations between exposure to educational content on social media and positive development of linguistic skills. However, challenges such as cyberbullying and inappropriate exposure were also identified, necessitating educational and supervisory strategies. The discussed theories pointed to parental and educational mediation as crucial factors in promoting a secure digital environment, aligning with Bezerra and Pimentel's (2016) proposal. The promotion of educational content on social media, as analyzed in light of Veiga's (2002) theories, emerges as a valuable opportunity for the development of reading and writing skills. Exploring the development of critical thinking, as proposed by Barros (2015), the research indicated that participation in educational programs focused on this skill is positively associated with children's ability to discern information and confront different perspectives. In summary, this study provided an understanding of the complexities between social media and childhood literacy, highlighting the importance of parental mediation, promotion of educational content, and development of critical thinking as fundamental components for a balanced approach in the digital era.

Does Socioeconomic Status Moderate the Relationship between Parental Involvement and Young Children’s Literacy Development?

The difference in family socioeconomic status (SES) is a common fact in modern society. The differentiation of family SES will affect the development of children, this phenomenon has attracted the attention of domestic and foreign researchers. The discussion on the relationship between family socioeconomic status and children's academic achievement has attracted much attention in the academic community, but existing research results are inconsistent. Little research is related to whether family socioeconomic status influences the relationship between parental involvement and children’s literacy development. The purpose of the quantitative study is to investigate whether family SES including family income and parents’ education level moderates the relationship between parental involvement and children literacy development. Participants comprised 388 children aged 3 to 6 years in Chinese and their parents. The results show family income directly moderated the relationship between parent-child literacy activities and children’s literacy achievement. Mother education moderated the relationship between parent-child literacy activities and literacy achievement directly. The relationship between home literacy materials and literacy achievement was moderated by mother education either. However, there is no significant moderating effect of a father’s education on the relationship between parental involvement and children’s independent literacy practice as well as literacy achievement in this study. Keywords: literacy development, parental involvement, socioeconomic status, young children, children’s literacy

STRATEGI GURU DALAM MENUMBUHKAN MINAT BACA ANAK MELALUI MEDIA KARTU GAMBAR DI SEKOLAH

&#x0D; &#x0D; &#x0D; &#x0D; The purpose of this study is to document and analyze the experience and impact of using picture card technology to increase children's interest in reading. Descriptive qualitative research allows researchers to thoroughly understand how children engage and respond to this learning approach. As part of this study, several young children were provided with a learning environment enriched with picture cards. Data was collected through participant observation, interviews with teachers and children, and recording of learning activities.We then used a thematic coding process to identify patterns, themes and other key elements that emerged as children navigated their learning strategies. We then used a thematic coding process to identify patterns, themes and other key elements that emerged as children navigated their learning strategies. The research showed that picture cards made young children more interested in reading. Children's comprehension of stories increased, their creativity in connecting pictures and words increased, and their enthusiasm for reading activities increased. In addition, the results revealed qualitative elements in the learning process, such as the influence of social interaction between children and visual approaches on children's literacy development.&#x0D; &#x0D; &#x0D; &#x0D;

Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One

AbstractEngaging in frequent, meaningful conversation during the early years of schooling is foundational for children's literacy development. Specifically, developing oral language through daily conversations is essential for language comprehension, and eventually, reading comprehension. In this article, we discuss how teachers can use the Strive‐for‐Five framework to strategically engage students (preschool through Grade 1) in meaningful back‐and‐forth conversations. Using Scarborough's Reading Rope, we illustrate how teachers can elevate the quality of conversations to enhance literacy knowledge, vocabulary, verbal reasoning, background knowledge, and language structures.

Parental perception of motor, language, and literacy skills development in school-aged autistic children

Emerging evidence suggests that motor and language delays are prevalent developmental concerns in young autistic children. Nonetheless, it is not well understood how these co-occurring conditions of autism spectrum disorder (ASD) relate to each other during the later childhood of autistic children. This study aimed to elucidate influential factors of motor and language/literacy development in school-aged autistic children from parental perceptions using in-depth semi-structured interviews. Ten mothers (Mage 37.5 ± 5.9) of autistic children (Mage 9.6 ± 1.6) participated in the individual interviews via video conference or phone calls with a particular focus on individual characteristics, parental involvement, and learning environment for motor and language/literacy development in their child. Open and axial coding was conducted, and salient themes were discussed until consensus was reached. The identified themes were categorized into two focal points, including 1) general parental attitudes toward their child’s learning and development and 2) parental self-efficacy manifesting in response to individual variations (e.g. difficulty with fine motor and coordinated skills and unique autistic traits) and environmental constraints (e.g. lack of resources and limited systematic support for sustainable care) that affect their child’s fundamental skills development. Concept maps were sequentially generated to visualize the connections among influential factors for both typical and delayed motor and language/literacy development in autistic children. Further studies with objective skills assessments and triangulated multi-informant data from other key stakeholders of ASD are warranted to delineate the association between motor, language, and literacy development in school-aged autistic children.

Swipe, tap, read? Unveiling the effects of Touchscreen devices on Emergent Literacy Development in preschoolers

Emergent literacy skills are vital for children’s reading and writing development. While touchscreen devices have been linked to enhanced emergent literacy in developed countries, their impact in low- and middle-income countries (LMICs), with limited access to quality apps, is underexplored. Thailand, classified as an upper-middle-income country, presents a unique context with its specific challenges in educational technology, which have not been extensively studied. This study examined the relationship between touchscreen device usage and emergent literacy development in Thai preschool children. Using a cross-sectional design, we analyzed data from 317 Thai children aged 5–6 years, assessing their emergent literacy skills and examining the association with touchscreen device usage through logistic regression analysis. Our findings showed that 79.5% of participants engaged with touchscreen devices, and there was an observed trend suggesting that exclusive tablet users might exhibit enhanced phonological awareness, letter naming, and rapid automatized naming skills. However, these potential improvements did not reach statistical significance when primary caregiver characteristics were taken into account. Our findings highlight the complexity of this relationship and underscore the need for further research to elucidate the potential influences of application quality and screen time engagement on emergent literacy, particularly in LMICs.

A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS

ABSTRACT This meta-analysis aims to clarify the relationship between teacher–child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.

Critical health literacy: conceptualization and settings-based development

Abstract Background Health literacy is conceptualized as a continuum of social practices spanning functional, interactive and critical domains. Critical health literacy enables individuals and communities to reflect on the wider health determinants and engage in social and political processes towards health equity. This project introduces the Oxford Bibliographies (OB) entry and illustrates through an empirical case study of critical health literacy in a community-based setting. Methods The OB entry provides a literature review of critical health literacy conceptualization, measurement and interventions. An institutional ethnography of critical health literacy in libraries, models a settings-based approach to critical health literacy development in children. Results Barriers to critical health literacy development include the lack of validated instruments and evaluation of interventions. Common settings for development with children are schools, but institutional settings face challenges in developing the political action element of critical health literacy. There is a need to move beyond single settings to consider multiple settings working in partnership where children can learn, live, and play. A coordinated supersetting approach leverages the strengths of different settings to promote critical health literacy. A model proposes four antecedents to a supersetting in which sub-settings collectively support (1) a determinants-based perspective, (2) open access to information and resources, (3) involvement of community stakeholders and (4) informed action on health. Conclusions Although conceptualized over two decades ago, it is only recently that research on critical health literacy has normalized the consolidation of both its cognitive and social dimensions into a joint strategy of critical thinking and empowerment. A supersetting approach can combine community-based and school-based support to embed critical health literacy development opportunities early in the life course.

The conceptualization and development of critical health literacy in children: a scoping review.

The cognitive and social practices associated with critical health literacy, such as critical appraisal of health messages and participation in political processes to address wider determinants of health, are of lifelong benefit. Understanding how and where critical health literacy development can be supported early in the life course may improve health outcomes now and in the future. This scoping review focuses on how critical health literacy in children is conceptualized and the supportive environments available for its development. Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines are used in reporting. Evidence retrieved was eligible for inclusion if it contained a substantive conceptual or empirical study of critical health literacy in populations aged 7-11 (middle childhood). From the included 18 peer-reviewed and grey literature sources, schools are identified as the setting most associated with the development of critical health literacy in the target age group. However, the action-oriented dimension of critical health literacy is rarely supported in the school setting. The review concludes that further research is needed to clarify how and where to support children to develop critical health literacy in and outside of school settings.

Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder.

Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze school-based SLPs' perceptions related to effective language and early literacy instruction for pre-K children with developmental language disorder (DLD). The goal of this study was to inform development of a new language and early literacy professional development program for inclusive pre-K teachers. Eight school-based SLPs participated in a 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and identify themes from the discussion. The researchers developed two themes: (a) SLPs identified repeated exposure to books, peer interaction, and teaching vocabulary with visual supports and props as key elements of language and literacy instruction that can be integrated into a variety of contexts, and (b) SLPs want more time with parents and teachers to support their book reading and model specific language strategies. SLPs identified several instructional practices inclusive pre-K teachers could be taught to use during professional development programs to support the emergent literacy development of children with DLD. They also discussed the need for ongoing collaboration between SLPs, caregivers, and teachers to maximize children's early language and literacy experiences. Future research should explore the impact of partnerships with caregivers and teachers on children's language and literacy outcomes.

FORMATION OF INFOMEDIA LITERACY OF UKRAINIAN CHILDREN AT UKRAINIAN LANGUAGE LESSONS IN GERMAN SCHOOLS

The article is a study of the issues of teaching the Ukrainian language with an infomedia component in a German school. The authors consider infomedia literacy as a means of meeting the challenges of the information society in the future. On the basis of the analysis of theoretical provisions and synthesis of ideas of scientists, the essence of basic concepts is clarified. The relevance of the topic of the publication is confirmed by the results of a questionnaires of 76 German school students, conducting survey regarding Ukrainian language among 10 teachers and 40 parents. Research revealed the real state of infomedia literacy development of Ukrainian children in Ukrainian language classes in German schools (on the example of the Ukrainian diaspora school in Frankfurt am Main and integration classes in Hesse). The study shows that the idea of developing students' infomedia literacy in the process of teaching Ukrainian in German schools is not sufficiently implemented, depending, in particular, on the availability of technical resources of schools, as well as on school policies and teacher motivation (or lack thereof). The results of the study give grounds for supposition that students' infomedia literacy as an integrated personal characteristic can change. In order to improve it, a set of actions is needed at the level of educational policy, state educational institutions, beliefs and practices of Ukrainian language teachers and students. The article provides recommendations for improving educational policy and school results in the development of students' infomedia literacy in the process of teaching Ukrainian in Germany give grounds for supposition, as well as on the basis of a combination of strategies, are selected. It is emphasized that the educational and developmental result of using electronic resources in the school practice of Ukrainian-language education can be significantly enhanced by combining learning and project activities with the implementation of student projects of social significance. The results of the study can contribute to a better understanding of the formation and development of infomediate literacy of Ukrainian children while learning Ukrainian in German schools.

Literacy in Early Childhood with Hearing Loss: Challenges and Strategies in Education

This research analyzes literacy development in children with hearing loss, focusing on the challenges faced and strategies used in the educational context. Literacy plays a vital role in learning and social integration, yet children with hearing loss may face barriers in developing these skills. Through interviews with notable education experts, parents and teachers, this study identifies specific literacy development patterns and uncovers the challenges faced. The results of this study are expected to provide a better understanding of literacy development in children with hearing loss and provide insights into the challenges and effective educational strategies. The implications of this study can contribute to the development of better inclusive curricula and the provision of appropriate support for children with hearing loss in developing their literacy skills.

What Really Matters in Early Bilingual and Biliteracy Acquisition?

Home language and literacy input (HLLI) is critical for linguistic and literacy development in bilingual children. This exploratory study investigated home oral, and print input for Chinese heritage language learners between four and six years old in the United States and aimed to identify salient types of input associated with speaking and reading abilities in the heritage language (Chinese) and the societal language (English). Fifty-three parents completed a HLLI questionnaire and rated the speaking and reading competencies in Chinese and English of their children. The relationships between HLLI and bilingual abilities were examined via principal component analysis and regression. There were two major findings: first, Chinese speaking ability mainly depended on oral language exchange between parents and their children, as well as print exposure to Chinese; Chinese reading ability was associated with oral language exchange between parents and their children, as well as pinyin/bopomofo practice at home. Second, both speaking and reading abilities in English were significantly and positively related to children’s interest in reading English only. Evidence-based recommendations are provided regarding home language and literacy practices for young Chinese heritage language learners in the United States.