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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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Abstract:
Technology has become an integral part of everyday life. Mobile media devices, in particular, are now an essential component of mainstream lifestyle, whereby adults rely on mobile devices not only to communicate, but also to carry out daily tasks, such as shopping and banking. In fact, 91 percent of adults report that they have at least one mobile device at home (Rideout & Katz, 2016) and 98 percent of families with children between 0- and 8-years old report having a mobile device in the home. The increased exposure to screens raises many questions as to its role in children’s everyday home environment and what effect this increase may have on children’s language and literacy development. In this dissertation, I explore the relationship between mobile screen media use and children’s early language and literacy skills in two studies. Using multiple regression analysis, Chapter 1 explores the relationship between children’s touch screen use at home and their early language and literacy skills using data from the Early Learning Study (ELS). It compares the relationship between screen media use and language and literacy skills between families in high- and low-income households and how the relationship may vary with other child and family demographics. Results suggest that any associations between mobile screen media and language and literacy development may not be explained by quantity of use, but rather quality and nature of use. Chapter 2 examines and classifies how parents and children in low- and middle-income households interact with e-books on a device. Using qualitative methods, interactions between parents and children around e-books were coded along dimensions of engagement, collaboration, and the type and quality of talk. Results show that there are distinct profiles of parent interactions when using e-books with their children that can inform the design of interventions seeking to support the quality of parent-child interactions. Together, these two studies help increase our knowledge about the role mobile media is playing in children’s lives. In turn, in Chapter 3, I propose a set of lessons digital media developers can learn from this dissertation work. I discuss recommendations that aim to improve the design of educational apps to provide feedback, scaffolding, and social interactions that will boost children’s learning. Together, these three chapters work to advance a research agenda focused on supporting child interactions with mobile digital media.
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Keyword:
Developmental psychology; digital media; Early childhood education; Educational technology; home literacy environment; language development; literacy development; preschool children
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37371189
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Development of a French‐language early literacy scale: structural analysis and links between the dimensions of early literacy
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-03405204 ; Journal of Research in Reading, Wiley, 2021, 44 (2), pp.379-399. ⟨10.1111/1467-9817.12344⟩ (2021)
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Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ...
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Bilingual Education: Improvement in Literacy Skills of Non-U.S. Born Students by Providing ESOL Support and Parent Workshops ...
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Shared book reading in bilingual families with young children: A Scoping Review ...
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| 9 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 10 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 11 |
A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder
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In: Research outputs 2014 to 2021 (2021)
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| 12 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
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In: Australian Journal of Teacher Education (2021)
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| 14 |
Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
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| 15 |
Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
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Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
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| 19 |
LGP na Educação pré-escolar com crianças ouvintes: repercussões e interferências na compreensão global de histórias
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| 20 |
Why Parents Chose to Send Their Children to Irish-Medium Immersion Preschools: learning from parental choice strategies in Celtic countries
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In: Articles (2021)
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