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Download full textNeuman, Susan B. – American Educator, 2019
The early years are times of wonder for children. Curious about everything, they seek to explore and understand their world. During these early years, they attempt to interpret their world and make meaning through pretend play, drawing, and conversations with those closest to them. Although these first steps toward literacy may not look much like…
Descriptors: Instructional Effectiveness, Preschool Education, Emergent Literacy, Preschool Children
Peer reviewed
Direct linkWong, Kevin M.; Flynn, Rachel M.; Neuman, Susan B. – TESOL Journal, 2021
This study examines the potential of educational media to provide preschool-aged dual language learners (DLLs) with vocabulary in a new language. Drawing from dual-coding theory, the current study investigated how three distinct instructional contexts with varying degrees of incidental-intentional vocabulary exposure on screen might facilitate…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Flynn, Rachel M.; Wong, Kevin M.; Neuman, Susan B.; Kaefer, Tanya – Grantee Submission, 2019
Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines…
Descriptors: Low Income Groups, Preschool Children, Attention, Eye Movements
Delaney, Katherine K.; Neuman, Susan B. – Teachers College Record, 2018
Background/Context: Educational policy is informed by multiple stakeholders and actors. Research has focused on understanding how policy decisions are informed and made, as well as how teachers and school leaders take up these policies in their practice. However, few researchers have examined how educational policy is framed for the larger public…
Descriptors: Educational Policy, Access to Education, Preschool Education, Mass Media Effects
Samudra, Preeti G.; Wong, Kevin M.; Neuman, Susan B. – Journal of Cognitive Education and Psychology, 2019
Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of…
Descriptors: Preschool Children, Preschool Education, Student Diversity, Vocabulary Development
Samudra, Preeti G.; Wong, Kevin M.; Neuman, Susan B. – Grantee Submission, 2019
Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of…
Descriptors: Preschool Children, Preschool Education, Student Diversity, Vocabulary Development
Neuman, Susan B.; Wong, Kevin M.; Kaefer, Tanya – Reading and Writing: An Interdisciplinary Journal, 2017
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers' oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers' target words and comprehension of stories. Four digital…
Descriptors: Reading Comprehension, Statistical Analysis, Preschool Education, Disadvantaged Youth
Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction
Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M. – Elementary School Journal, 2016
This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…
Descriptors: Low Income, Preschool Children, Literacy Education, Science Instruction
Neuman, Susan B.; Wong, Kevin M.; Kaefer, Tanya – Grantee Submission, 2017
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers' oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers' target words and comprehension of stories. Four digital…
Descriptors: Oral Language, Story Reading, Low Income Groups, Disadvantaged Youth
