This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in the United States in 2020. The design of the study was a mixed approach including Time Series experimentation, naturalistic observation, and interviews. Children aged 3-4 years…

Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk…

Limited health literacy and access to engaging, relevant, understandable health promotion and disease prevention materials are barriers to achieving and maintaining health. The We-Engage-4-Health program co-created the graphic-style story "Foamy Soap Fun" with community members to reinforce the importance of the primary preventive…

This study investigated the effects of a parent-implemented dialogic reading approach--Reading to Engage Children with Autism in Language and Learning (RECALL)--on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls)…

This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could…

Adapted shared storybook reading has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for elementary-aged students with exceptional needs. Research on these methods has primarily been conducted with students in self-contained elementary classrooms and has lacked evidence of…

The effectiveness of a literacy intervention program based on a joint interactive reading of informational science texts in increasing children's science vocabulary, language and literacy skills, delivered by the kindergarten teacher, was examined in 34 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills.…

"Shared book reading" (also known as "interactive shared book reading") encompasses practices that adults can use when reading with children, which are intended to enhance young children's language and literacy skills. During "shared book reading," an adult reads a book to an individual child or a group of children…

Comprehension of text is a strong focus of instruction in general education. Likewise, comprehension of text should be a strong focus of instruction for students with moderate intellectual disability even though they may not be independent readers. Shared story reading is a practice used to access grade-level literature for non-readers. This study…

Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and children's literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran…

Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent-child shared book reading as a context for…

Family literacy studies have shown that the role of parental storybook reading has an impact on children's success in school-based literacy instruction. Storybook reading is when adults read an appropriate text to their children. This review describes studies in which parents and children engage in storybook reading. It specifically reports…

This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66…

Research Findings: This study compared the unique effects of training low-income mothers in dialogic reading versus elaborative reminiscing on children's oral language and emergent literacy. Thirty-three low-income parents of 4-year-old children attending Head Start were randomly assigned to either dialogic reading, elaborative reminiscing, or a…

Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy…