In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

This study used a family-centered ecological lens to examine predictive relations among fathers' and mothers' language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool (N = 880). In line with prior early childhood research, parent language acculturation was operationalized as…

This article describes the experiences of some of the many families of the deaf and hard of hearing children who come to Shared Reading Saturdays at Northern Essex Community College (NECC) in Lawrence, Massachusetts. The program, which includes monthly gatherings and is coordinated by the NECC's Gallaudet University Regional Center, features deaf…

The research on short stories for children has focused in Greece mostly on their literary, pedagogical, linguistic and educational aspects. This paper attempts to approach Short Form Stories for children under the light of social semiotics, the main elements being the author's choices in sign-creation process and its interpretation by the reader.…

Though temporal reasoning is a key factor for text comprehension, existing proposals for visualizing temporal information and temporal connectives proves to be inadequate for children, not only for their levels of abstraction and detail, but also because they rely on pre-existing mental models of time and temporal connectives, while in the case of…

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this…

The purpose of this action research was to facilitate reading comprehension of read-alouds in students with the most significant cognitive disabilities. Grade-level read-alouds were paired with manipulatives (real objects) that represented the stories read. Students were assessed after reading, and the results between instances when manipulatives…

For many students learning English as a second/foreign language is an uninteresting, dull experience. Quite often teachers present words, sentence patterns, and grammar rules in a very mechanical manner. As a result, people come to think of the teaching of grammar and vocabulary as a monotonous job. But a resourceful, imaginative and creative…

This study has been conducted in order to examine the effects of the stories for thinking on 5th graders' reading comprehension and listening comprehension. A pretest-post test control group quasi-experimental design was used in the study. The sample of the etstudy was composed of 74 5th graders attending public elementary schools. The data have…

As a non formal education students, PKBM (a Non-Formal Community Learning Center) Medaso Kolaka students tend to encounter some difficulties in reading such as low motivation, infrequent tutors (non-formal education teachers) coming, inappropriate teaching materials, etc. This research aimed to investigate the effects of picture story books on the…

Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however,…

Research in second language acquisition has paid little attention to preliterate children learning a language which is absent from their environment outside the language class. This study examines the acquisition of English words by 24 French-speaking children aged 35-59 months, who were introduced to 57 words, embedded in stories and songs. Four…

This study reports on a year-long intervention based on comprehension practice of input-rich materials. It was inspired by an innovative program in Canada in which primary school francophone children learned English as a second language (ESL) through simultaneous reading and listening. In our study the participants are a class of 10- to…

In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated…