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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 Hits 41 – 60 of 156 41 Escrita inventada no jardim-de-infância : contributos para a aprendizagem da leitura e escrita ; Escrita inventada no jardim-de-infância: Contributos para a aprendizagem da leitura e escrita Albuquerque, Ana; Martins, Margarida Alves. - : ISPA - Instituto Universitário, 2018 BASE Show details 42 The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder Boorom, Olivia. - : East Carolina University, 2018 BASE Show details 43 Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages Wendy Gonzales; Marie Tejero Hughes In: Education Sciences ; Volume 8 ; Issue 4 (2018) BASE Show details 44 Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children Wyman Chin, Kelsey R.. - : Digital Commons @ University of South Florida, 2018 In: Graduate Theses and Dissertations (2018) BASE Show details 45 Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds Mastrota, Antonietta. - : Digital Commons @ University of South Florida, 2018 In: Graduate Theses and Dissertations (2018) BASE Show details 46 Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom Machado, Emily. - 2018 BASE Show details 47 Tutor Language Use During Interactive Book Reading Sessions Gasamis, Colin Timothy. - 2018 BASE Show details 48 Home-Based Literacy Interventions for English Language Learners: A Review of the Literature Lopez, Veronica. - : eScholarship, University of California, 2017 In: Lopez, Veronica. (2017). Home-Based Literacy Interventions for English Language Learners: A Review of the Literature. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/73g006zp (2017) BASE Show details 49 Vocabulary Development through Shared Storybook Reading with Preschool Parents Requa, Mary Kathryn. - : eScholarship, University of California, 2017 BASE Show details 50 The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment Pratt, Amy S In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038 (2017) BASE Show details 51 O impacto da ação educativa na emergência da literacia Simões, Joana Sofia de Moura. - 2017 BASE Show details 52 Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy Stevenson, Alma D.; Beck, Scott A. In: Curriculum, Foundations, & Reading Faculty Presentations (2017) BASE Show details 53 Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing Quinn, Margaret In: Early Childhood and Elementary Education Dissertations (2017) BASE Show details 54 Neighbors Link's Parent-Child Together Program: Supporting Immigrant Parents' Integration to Promote School Readiness Among Their Emergent Bilingual Children Eisenberg, Judie; Otero Bracco, Carola In: Journal of Multilingual Education Research (2017) BASE Show details 55 Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector ; Impact of shared reading and pre-reading skills in the reading learning process Gutiérrez-Fresneda, Raúl. - : Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017. : Universidad de Castilla-La Mancha, 2017 BASE Show details 56 Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector Gutiérrez Fresneda, Raúl. - : Universidad de Castilla-La Mancha: Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017 BASE Show details 57 A contribuição das habilidades de letramento emergente para as competências iniciais de leitura e escrita ; The contribution of emergent literacy skills to early reading and writing performance Castro, Danielle Andrade Silva de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017 BASE Show details 58 The Feasibility of Assessing Parent and Child Letter Knowledge in At-Rrisk Families Within a Museum Enrichment Setting Thomas, Jeny Sara In: Theses and Dissertations (2017) BASE Show details 59 The reliability and validity of a progress-monitoring tool: A psychometric examination of the phonological awareness skills of preschoolers with ASD Martini, Jay. - 2017 BASE Show details 60 Tablet-Based eBooks for Young Children: What Does the Research Say? Reich, SM; Yau, JC; Warschauer, M In: Reich, SM; Yau, JC; & Warschauer, M. (2016). Tablet-Based eBooks for Young Children: What Does the Research Say?. JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS, 37(7), 585 - 591. doi:10.1097/dbp.0000000000000335. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/74m5j4z4 (2016) Abstract: Young children's use of electronic books (eBooks) is increasing as handheld touch screen devices, such as tablets, become increasingly available. Although older children's reading on tablets has been more broadly investigated, less is known about the impacts of digital reading for infant, toddlers, and preschoolers. This review compares the educational affordances of reading on tablets versus print books for young children's learning.A qualitative synthesis of research on tablet-based eReading and young children's learning from screens was conducted.When eBooks are designed well, preschool-aged children learn equally well and sometimes more than from print books. However, enhanced eBooks with sounds, animations, and games can distract children and reduce learning. When book-sharing with an adult, conversations during eBook reading are often about the platform while print book conversations are more often about the book content. For young children (0-2 yr), there is a paucity of research, but broader studies on learning from screens suggest limited educational benefits of tablet use for this age group.The authors recommend that (1) the selection of eBooks (especially enhanced eBooks) be thoughtful as games or animations that are not related to the story content can be distracting for young children, (2) adults share in the reading experience as discussions of the story, text, and characters have been found to enhance comprehension, language development, and print awareness, and (3) tablet eBook use be restricted for infants and toddlers, as they benefit more from face-to-face interaction with caregivers than from interactive screens alone. Keyword: eBooks; electronic books; emergent literacy; reading; tablets; young children URL: http://www.escholarship.org/uc/item/74m5j4z4 BASE Hide details Page: 1 2 3 4 5 6 7 8

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