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Direct linkErica 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
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
Olszewski, Arnold; Hood, Rachel Lynell – Child Language Teaching and Therapy, 2023
Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spontaneously using during book reading sessions, which are important to understand for optimizing parent training in dialogic reading. The current study…
Descriptors: Vocabulary Development, Preschool Children, Story Reading, Parent Child Relationship
Download full textSarah 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
Hindman, Annemarie H.; Farrow, JeanMarie; Anderson, Kate; Wasik, Barbara A.; Snyder, Patricia A. – Grantee Submission, 2021
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…
Descriptors: Preschool Education, Disadvantaged Youth, Federal Programs, Story Reading
McGinnis, Theresa – Afterschool Matters, 2005
Afterschool migrant education programs can support youths' multilingual and multimodal literacy practices by incorporating activities associated with the students' cultures, such as dancing, games, language practice, and crafts. These activities not only reflect diverse sign systems and modes of communication, but also display the important…
Descriptors: After School Programs, Migrant Education, Youth Programs, Literacy Education
