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Martens, Prisca; Martens, Ray; Doyle, Michelle Hassay; Loomis, Jenna; Aghalarov, Stacy – Reading Teacher, 2013
This article shares the authors' work with first graders and how, through various reading, writing, and art experiences around picturebooks, the children learned to read and communicate through art along with written language. The work is grounded in multimodality theory and the belief that all modes (particularly art for the purposes of this…
Descriptors: Art Education, Written Language, Grade 1, Elementary School Students
Henning, Elizabeth – Perspectives in Education, 2012
From the field of developmental psycholinguistics and from conceptual development theory there is evidence that excessive linguistic "code-switching" in early school education may pose some hazards for the learning of young multilingual children. In this article the author addresses the issue, invoking post-Piagetian and neo-Vygotskian…
Descriptors: Foreign Countries, Urban Education, Code Switching (Language), Psycholinguistics
Wang, Qiuying; Anderson, Richard C. – Literacy Teaching and Learning, 2010
This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes, artifacts, diagnostic teaching, information about classroom performance, and a battery of tests, our goal is to provide insights into ways to develop and implement a one-on-one tutoring…
Descriptors: Early Intervention, Grade 1, Reading Instruction, Written Language
Hassett, Dawnene D. – Journal of Early Childhood Literacy, 2006
This article investigates the ways in which alphabetic print concepts govern a sense of natural and appropriate early reading development, and juxtaposes the concepts found in early literacy curriculum and assessment with hypertextual elements found in new forms of texts written for children. Using a theoretical approach that combines…
Descriptors: Early Reading, Emergent Literacy, Educational Trends, Hypermedia
Ritchey, Kristen D. – TEACHING Exceptional Children, 2006
Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…
Descriptors: Writing Difficulties, Letters (Correspondence), Beginning Writing, Spelling
Kraus, Jo Anne – Language Arts, 2006
Playing the Play describes the experiences of a storyteller and teacher of literature who created a literature-based literacy program at Concourse House, a homeless shelter in Bronx, New York, for women and their young children. This program is based on the belief that pleasure is the primary reason children want to learn to read, and that where…
Descriptors: Reader Text Relationship, Young Children, Homeless People, Written Language
Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean – National Institute for Literacy, 2006
The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…
Descriptors: Literacy Education, Written Language, Oral Language, Caregivers