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Direct linkBreit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne – Child Language Teaching and Therapy, 2017
This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…
Descriptors: Language Impairments, Preschool Children, Text Structure, Picture Books
Breit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne – Grantee Submission, 2017
This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4…
Descriptors: Language Impairments, Preschool Children, Text Structure, Picture Books
Mangen, Anne – Educational Theory, 2016
Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…
Descriptors: Writing Processes, Writing Strategies, Keyboarding (Data Entry), Handwriting
Sierschynski, Jarek; Louie, Belinda; Pughe, Bronwyn – Reading Teacher, 2015
One of the key requirements of Common Core State Standards (CCSS) in English Language Arts is that students are able to read and access complex texts across all grade levels. The CCSS authors emphasize both the limitations and lack of accuracy in the current CCSS model of text complexity, calling for the development of new frameworks. In response…
Descriptors: Picture Books, State Standards, Language Arts, Text Structure
Jacobs, Katrina Emily Bartow – Children's Literature in Education, 2016
While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks…
Descriptors: Picture Books, Text Structure, Layout (Publications), Young Children
Cameron-Faulkner, Thea; Noble, Claire – First Language, 2013
This article evaluates the extent to which pre-schoolers' picture books can be viewed as a form of enriched linguistic input. Twenty best-selling picture books were analysed in terms of syntactic constructions and compared with a sample of Child Directed Speech. The findings of the study demonstrate the prevalence of canonical utterances (i.e.…
Descriptors: Linguistic Input, Picture Books, Directed Reading Activity, Preschool Curriculum
