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Scheiner, Esther Y.; Gorsetman, Chaya – Early Child Development and Care, 2009
This study examined whether or not preschool teachers attended to instances requiring inference-making in story books. Thirty-one preschool teachers were asked to read three fictional story books and to identify parts of the story that would be difficult for young children to interpret. Additionally, they were asked to construct questions that…
Descriptors: Young Children, Preschool Teachers, Teaching Experience, Inferences
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Saracho, Olivia N. – Early Child Development and Care, 1997
Examined the home literacy experiences of 15 families who participated in a parent program which used a workshop approach to help parents develop skills and understandings needed to create a supportive literacy environment in their home. Analyzed results and outlined activities according to the pattern of use of nonliteracy, literacy, library, and…
Descriptors: Cognitive Development, Early Intervention, Educational Environment, Emergent Literacy
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Andrews, Jean F.; Zmijewski, Glenda – Early Child Development and Care, 1997
Describes a model home literacy program at the Indiana School for the Deaf. Reviews six case studies of young deaf children in order to explore and describe sign language behaviors which help deaf children grasp reading skills. Claims that sign language and finger spelling can be closely related to early reading and writing at home. (MOK)
Descriptors: Cognitive Development, Deafness, Educational Environment, Family Involvement
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Shapiro, Jon; And Others – Early Child Development and Care, 1997
Documented interactions between parents and children as they read storybooks together. Participants were twelve 4-year-olds and their mothers. Results showed diverse storybook interactions within a static sample, discouraging the practice of generalizing findings about storybook reading to dissimilar populations. (MOK)
Descriptors: Books, Childrens Literature, Cognitive Development, Cultural Pluralism