Background/Context: Both correlational and experimental evidence suggests that having access to books can be a key resource for accelerating the literacy outcomes for children. Results from a 20-year study across 27 nations by Evans, Kelley, Sikora, and Treiman (2010), suggest that children growing up in homes with many books obtain 3 years more…

Research indicates that parents' involvement in early literacy, particularly through book reading, matters for young children's language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents' involvement in book reading. In…

As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers' (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers'…

The importance of supporting children's reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This…

Reading identities, or the ways that a child constructs the self as a reader across contexts and time, play a role in the development of early reading. Prior research on reading identities has reported primarily on the identities of monolingual children. This multiple case study examines the reading identities of young multilingual children.…

The purpose of the study is to examine the impact of early childhood teachers' reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51…

Teachers are concerned with creating students who enjoy reading and choose to read because research has proven engagement is necessary for long-term achievement (Baker, Dreher, & Guthrie, 2000). In addition to increasing reading engagement and achievement, according to the International Reading Association (2009) and Common Core State…

At start-up of a book distribution programme (Dolly Parton's Imagination Library) in a southeastern United States community, we examined baseline relationships between at-home shared book reading (SBR) and children's language/literacy abilities and skills at kindergarten entry. One hundred fifty-two parent/child dyads participated; children (53%…

Reading aloud is a common classroom practice that has many cognitive and affective benefits for students. Early childhood teachers conduct read-aloud events in classrooms across the country on a daily basis. A read-aloud event could not occur without the intentional selection of a book. This exploratory, sequential mixed method study explored the…

Since 2007, nineteen Houston Independent School District (HISD) campuses have partnered with Literacy Now to offer the Reading Intervention program. The Reading Intervention program provides individualized, small group reading tutorials for at-risk students in kindergarten to second grade to create proficient readers by the end of third grade.…

This paper focuses on the attitudes towards reading in the home, handed down through the generations and experienced by the young children in four families of Pakistani and Indian origin. The children's families originally arrived in the UK in the 1960s, and this paper unpicks the stories and attitudinal changes in relation to both English and the…

Relatively unexplored by research is how young boys transact and respond to literacy experiences during read-alouds. Some teachers perceive boys to be less interested in literacy and to prefer different kinds of stories than young girls. The purpose of this study was to analyze how two groups of preschool boys responded to different texts and how…