Home literacy experiences and observed parent and child behaviors during shared book reading were investigated in preschool-age children with hearing loss and with typical hearing to examine the relationships between those factors and children's language skills. The methods involved parent-reported home literacy experiences and videotaped…

Purpose: Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study examines teacher communication during shared…

Given the emerging evidence on the importance of learning content-specific vocabulary in the early years, many early childhood teachers try to incorporate science vocabulary teaching as part of classroom activities. In this article, the authors argue for the importance of teaching science vocabulary in engaging ways using read-aloud and the…

The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers.…

In this Teaching Tips article, we discuss our efforts to create and utilize translanguaging interactive read-aloud videos as part of a community-wide reading program focused on the reading and discussing of a shared book. Offering translanguaging spaces for bilingual readers in area elementary classrooms and the community, these videos were…

This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between types of question wording and student responses. Participants included 96…

Delays in oral language development in early childhood can be an indicator for later reading disabilities and affect students' overall school success through high school. Fortunately, there are research-based approaches to help young students at risk for reading disabilities make long-term improvements in their vocabulary development skills. This…

Preschoolers can learn vocabulary through shared book reading, especially when given the opportunity to predict and/or reflect on the novel words encountered in the story. Readers often pause and encourage children to guess or repeat novel words during shared reading, and prior research has suggested a positive correlation between how much readers…

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support…

A Critical Discourse Analysis was used to examine the parents' social practice during shared storybook reading with young children (birth to eight-years-old). The methodology involved two phases: (1) educational databases were searched and (2) a template was developed and used to code the programmes' components and studies' research design.…

This study used a single-subject alternating treatment design across students to compare mass discrete trials and distributed mass trials distributed in a shared story reading on the acquisition of functional skills for students with Autism. The results of this study examined a functional relationship between the interventions on the acquisition…

This article addresses the importance and benefits of integrating informational texts into read alouds in preschool classrooms through an instructional approach entitled REAL Time. Teachers use the REAL Time framework to pair complex storybooks with one or more informational texts in order to develop children's understanding of key vocabulary and…

Deaf and hard-of-hearing (DHH) literature, including the reading behaviour of Deaf adults, suggests that Teachers of the deaf (TODs) read different amounts of text during read alouds to DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), only spoken English (speech),…

Previous research suggests that activating background knowledge immediately prior to read-alouds in Kindergarten is an important strategy for improving children's learning (e.g. Cervetti & Hiebert, 2015). But, because children's background knowledge varies considerably at the individual level, teachers are also often providing relevant…

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend…