This paper aims to provide research-based evidence for highlighting the paradigm shifts of e-book research. The most popular e-book-related keywords (e.g., electronic book, e-book) were used to ...retrieve the most relevant and quality journal articles published in the recent decade (2010–2109) from the Web of Science. Unlike most e-book review studies based on content analysis, this present paper employed a co-citation network analysis to examine the bibliographic relationships for the development of e-book-supported learning research. While the co-citation analysis is to identify the most highly joint-referenced e-book articles, social network analysis is to visualize the e-book co-citation networks with the main characteristics of the research interest (e.g., the focused research subjects and variables that measured learning outcomes). After careful screening and reviewing of the search data, a total of 55 high-quality e-book articles with 1203 citations were collected and analyzed. The result of the e-book research networks across two periods provided a decade overview of the development of e-book-supported learning research. (1) Early research (2010–2014) focused on improving the emerging literacy of preschool children and the learning effects of e-books. A sub-stream of high-risk students' e-book use was also identified. (2) In recent years (2015–2019), e-books were used at various education levels and were adopted in more diverse learning contexts. For young children's e-book use, researchers focused on e-book reading for early literacy, especially in the situation of co-reading with an adult. For university students, researchers focused on developing e-book-based systems to achieve better results and reduce their anxiety during formal learning. Discussion and implications are provided.
•This paper aims to highlight the paradigm shifts of e-book research (2010–2019).•A total of 55 e-book articles with 1203 citations were collected and analyzed.•The network diagrams across two periods of research were visualized and compared.•The result provided a decade overview toward the development of e-book.•Research directions drawn from the e-book mainstreams were provided.
Inspired by studies on emerging literacy, which indicate the importance of interactional processes and discursive practices in the constitution of the literate subject, in this article, we propose a ...discussion about oral discursive practices involving interactional situations between a Brazilian child and its different interlocutors. In this perspective, we highlight the practices in which there is the presence of printed materials containing fictional narratives mediating the interactions. The set of data considered in the study is part of a broader research proposal, involving the “narrative path” of ‘E’, this child. The collected material has a longitudinal and naturalistic character, being composed of daily filming done by the parents. Among the data, we separate records corresponding to the second year of life of ‘E’. Our preliminary analyzes highlight a predominance of interactional situations and oral discursive practices involving children’s storybooks and classic children’s literature texts read to ‘E’, mainly by the mother. From the theoretical references to which we are affiliated, we understand that the establishment of these practices is the key to the child’s “capture” (LEMOS, 2002) for this symbolic universe and for their entry into the functioning of the language, marked both by their gestures, vocalizations, and speech, as well as the adult’s interpretation and their relation to the narrated history
This manuscript reviews Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice, by Flavia Belpoliti (Texas A&M University-Commerce) and Encarna Bermejo (Houston ...Baptist University), published in 2020 by Routledge. The book is the result of an empirical study. Its eight chapters follow a research-based approach to the teaching of Spanish Heritage Language. The authors present detailed linguistic features to consider when teaching SHL writing and research-based pedagogical and instructional implications.
The learning of written language results from a shared contribution of the literacy knowledge pupils bring and the pedagogical instruction they receive. The aims of the present study were (1) to ...assess children’s emerging literacy knowledge, in terms of both notational and textual aspects, at the beginning of the third year of preschool education; (2) to obtain a detailed picture of teaching practices in initial instruction of written language in nine regions of Spain; and (3) to determine the relationship between these two factors and learning outcomes at the end of the first year of primary education. In spite of having identified three clearly different profiles of teaching practices, results indicate that children’s performance in written language was more strongly associated with their initial literacy level of knowledge than with what the teacher did.A detailed observation of classroom interactions in the context of specific tasks not only enabled us to look more closely at different learning trajectories but also revealed several socio-affective and attitudinal aspects that appear to explain the differences in learning processes.
At an after-school program, students from an economically disadvantaged elementary school have opportunities to explore literature and the arts. The DaVinci Club promotes a love for reading and ...artistic expression through student-selected projects encompassing an array of choices such as writing, drama, music, and visual arts.
El presente trabajo tiene por objetivo dar a conocer el diseño y validación del Cuestionario SocioFamiliar de los Dominios de Alfabetización Emergente (CSDAE), que evalúa el contexto socio-familiar ...alfabetizador de niños/as chilenos/as en edades tempranas. El estudio contó con una muestra de 213 familias de los niveles socio-económicos bajo, bajo-medio y medio. Los resultados muestran una fiabilidad según alfa de Cronbach de ,90 y un coeficiente de omega ,94. La primera versión del cuestionario agrupó los ítems en cinco factores que explicaron un ajuste satisfactorio. El instrumento es un aporte para la investigación relacionada con la evaluación del ambiente socio-familiar alfabetizador.
The present study aimed to investigate whether the different styles of interaction during shared reading between parents and children influenced the development of the precursors of literacy or ...emerging literacy (phonological awareness, knowledge of letters, and vocabulary). In this way, a diary was kept regarding the description and duration of daily home literacy activities, and the shared reading profile was reported by parents and guardians. The study was carried out with children aged 4 and 5 years, who attended the final year of preschool in 4 private schools in the city of Niterói. In total, 43 families participated in the study. Phonological awareness, knowledge of letters, and vocabulary tests were applied with the children. For data analysis, Student’s
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test was performed to analyze possible differences in test performances according to the reading style adopted by the family. In summary, the results demonstrated the shared reading style that expands children’s vocabulary promoted significant improvements in the scores in the phonological awareness and vocabulary tests compared to the other styles. It was concluded that the results obtained contribute to emphasize the importance of reading and can guide families and pedagogical practices to obtain better results.
Socioeconomic differences in children’s reading and educational outcomes have been thoroughly documented throughout literature. Bobalik, Scarber, and Toon (2017) examined the link between ...socioeconomic status (SES) and classroom instruction on emerging literacy skills in pre-kindergarten children. The results supported the theory that children identified as belonging to a low socioeconomic status enter school with lower emerging literacy skills and benefit most from academic instruction; these children’s literacy skills substantially increased throughout the academic year, growing closer to those of their peers who were identified with a high socioeconomic status. The aim of the present study was to expand our understanding of the interaction effects of socioeconomic status and curriculum on emerging literacy and literacy skills by continuing the research into kindergarten. This study examined whether 1) differences in groups continued to grow closer to the mean or 2) the differences in groups became greater with the introduction of reading skills in kindergarten. Children (N=33) were recruited from a private school and a public school. The children from the public school who qualified for the Federal Poverty Guidelines for free/reduced lunch were assigned as having a low socioeconomic status, and children from the private school were assigned as having a high socioeconomic status. The Phonological Awareness Literacy Screening – K (PALS-K) was used to measure the literacy skills in the kindergarten children. Results of the study indicated that literacy scores between the socioeconomic groups were not significantly different at the kindergarten level, however differences between the mean scores of the pre-kindergarten and kindergarten groups were found to be significant.
This study examined household income and maternal cognitive stimulation as moderators of the association between family structure and 48-month-old child emerging literacy and math skills. The data ...set was the Early Childhood Longitudinal Study–Birth cohort (N = 7,300). Controlling for selection factors (race/ethnicity, child gender, maternal education, maternal depression, child attendance in preschool/day care, and 9-month child cognition), the study found support for the moderation hypothesis for household income and maternal cognitive stimulation. The main take-home message was that resources such as household income and mothers’ cognitive stimulation seem to be more strongly and positively associated with early literacy and math skills among children with married parents in comparison to children living in stable single-mother households, stable cohabiting households, or households in which mothers transition from married to single parent. Cognitive stimulation partially mediated the moderating effect of income on stable single-mother household. Implications for research and programs are discussed.
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