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'iPad Has Everything!': How Young Children with Diverse Linguistic Backgrounds in Malta and the U.S. Process Multimodal Digital Text
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Wang, X. Christine; Christ, Tanya; Mifsud, Charles L. – Early Child Development and Care, 2020
This exploratory study investigated whether/how kindergartners (ages 5-6) with different linguistic backgrounds in Malta and the U.S. engaged in similar or different reading processes with the same app book "But Not the Hippopotamus" in English. As part of a broader project, we purposefully sampled children who scored top three and…
Descriptors: Foreign Countries, Kindergarten, Language Usage, Reading Processes
Maternal Education and Early Childhood Education across Affluent English-Speaking Countries
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Crosnoe, Robert L.; Johnston, Carol Anna; Cavanagh, Shannon E. – International Journal of Behavioral Development, 2021
Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families' societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers' educational…
Descriptors: Mothers, Parent Background, Educational Attainment, Early Childhood Education
Young Children's Buddy Reading with Multimodal App Books: Reading Patterns and Characteristics of Readers, Texts, and Contexts
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Christ, Tanya; Wang, X. Christine; Erdemir, Ersoy – Early Child Development and Care, 2018
This qualitative study investigated 27 US and 28 Turkish dyads of children between 4 and 6 years old who read 12 app books across a school year. Emergent coding and constant comparison were used to identify reading patterns in which the dyads engaged: hotspot-centric, text-centric, and integrated. Then we examined how characteristics of readers…
Descriptors: Reading Habits, Multimedia Materials, Qualitative Research, Early Childhood Education
A Casual-Comparative Study of the Phonological Processing of Romanian and American Third-Grade Students
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Winget, Cheryl McCowan – ProQuest LLC, 2013
When considering the most discernible indicator of dyslexia, most researchers have agreed that phonological awareness is perhaps the most pertinent sign (Gillon, 2004; Hallahan & Kauffman, 2006; Lyon, Shaywitz, & Shaywitz, 2003). However, is this true in languages other than English? How does orthography affect phonological…
Descriptors: Dyslexia, Phonological Awareness, Comparative Analysis, Grade 3