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Erica M. Barnes; Elizabeth Burke Hadley; David K. Dickinson – Elementary School Journal, 2025
Young children draw from verbal and nonverbal input to make meaning from texts, a skill that is foundational for later reading comprehension and academic achievement. However, prior studies have focused solely on teachers' verbal input during prekindergarten read-alouds. We examine four Black, female prekindergarten teachers' multimodal enactments…
Descriptors: Federal Programs, Low Income Students, Social Services, African American Teachers
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Sarah Surrain; Stephanie M. Curenton; Cecilia Jarquín Tapia – Early Education and Development, 2023
Research Findings: Children's oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Student Participation
Sarah Surrain; Stephanie M. Curenton; Cecilia Jarquín Tapiab – Grantee Submission, 2022
Research Findings: Children's oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Student Participation