“What Were You Thinking?” Bilingual Preschool Students Talk about Reading Practices through Video Reflection

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

Download Full-text

A comparison of social interactions between preschool students from Spanish speaking homes and preschool students from English speaking homes

10.31274/etd-180810-446 ◽

2009 ◽

Author(s):

Molly Ann Luchtel

Keyword(s):

Social Interactions ◽

Preschool Students ◽

Spanish Speaking ◽

English Speaking

Download Full-text

Gospels before the Book

10.1093/oso/9780190848583.001.0001 ◽

2018 ◽

Cited By ~ 2

Author(s):

Matthew D. C. Larsen

Keyword(s):

Fluid Collection ◽

Printing Press ◽

Methodological Framework ◽

Reading Practices ◽

Early Christian ◽

Textual Tradition ◽

Textual Culture ◽

Early Christian Studies ◽

The Way

What does it mean to read the gospels “before the book”? For centuries, the way people have talked about the gospels has been shaped by ideas that have more to do with the printing press and modern notions of the author than they do with ancient writing and reading practices. Gospels Before the Book challenges several subtle yet problematic assumptions about authors, books, and publication at work in early Christian studies. The author explores a host of underappreciated elements of ancient textual culture, such as unfinished texts, accidental publication, postpublication revision, and multiple authorized versions of the same work. Turning to the gospels, he argues the earliest readers and users of the text we now call the Gospel according to Mark treated it not as a book published by an author but as an unfinished, open, and fluid collection of notes (hypomnēmata). The Gospel according to Matthew, then, would not be regarded as a separate book published by a different author but, rather, as a continuation of the same unfinished gospel tradition. Similarly, it is not the case that, of the five different endings in the textual tradition, one is “right” and the others are “wrong.” Rather, each ending represents its own effort to fill in what some perceived to be lacking in the Gospel according to Mark. The text of the Gospel according to Mark is better understood when approached as unfinished notes than as a book published by an author. Larsen also offers a new methodological framework for future scholarship on early Christian gospels.

Download Full-text

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Journal of Literacy Research ◽

10.1080/10862969609547919 ◽

1996 ◽

Vol 28 (2) ◽

pp. 201-225 ◽

Cited By ~ 16

Author(s):

J. Lloyd Eldredge ◽

D. Ray Reutzel ◽

Paul M. Hollingsworth

Keyword(s):

Reading Fluency ◽

Oral Reading ◽

Experimental Studies ◽

Second Graders ◽

Round Robin ◽

Shared Reading ◽

Book Reading ◽

Reading Practices ◽

Basal Readers ◽

Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Download Full-text

Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family

Bilingual Research Journal ◽

10.1080/15235882.2021.1907486 ◽

2021 ◽

pp. 1-17

Author(s):

Shuling Yang ◽

Lydiah Kananu Kiramba ◽

Stephanie Wessels

Keyword(s):

Book Reading ◽

Reading Practices ◽

Book Reading Practices

Download Full-text

Increasing the Number Sense Understanding of Preschool Students With ASD

Topics in Early Childhood Special Education ◽

10.1177/02711214211006190 ◽

2021 ◽

pp. 027112142110061

Author(s):

Bonnie L. Ingelin ◽

Seyma Intepe-Tingir ◽

Nanette C. Hammons

Keyword(s):

Preschool Children ◽

Number Sense ◽

Functional Relation ◽

Autism Spectrum ◽

Future Research ◽

Preschool Students ◽

Children With Asd ◽

Early Number ◽

Mathematical Success ◽

Number Talks

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

Download Full-text