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Research with English-speaking populations has shown that there is a relationship between developmental language disorder (DLD) and emergent literacy skills in children. A small number of Arabic studies have indirectly investigated this relationship in typically developing (TD) children, and children with reading difficulties, and demonstrated the important role of morphosyntactic skills in Arabic reading acquisition. However, none of the previous work has examined the relationship between oral language and emergent literacy skills in children with and without DLD. The aims of this study are twofold: to investigate the language and emergent literacy skills of Saudi Arabic children with DLD aged between 4;0- 6;11 years of age; to compare their performance to age and socioeconomic status matched TD children, and to investigate the relationship between language and emergent literacy skills in both groups. A comprehensive Arabic language and emergent literacy battery was administered. Findings demonstrated that the TD group significantly outperformed the DLD group on most emergent literacy tasks. The DLD group was significantly less accurate than the TD group on syllable segmentation, and phoneme awareness skills. There were significant associations between oral language skills and emergent literacy skills in the DLD group. In the TD group, vocabulary knowledge and syntactic skills were associated with some emergent literacy skills. Syntactic skills were found to have moderately significant relationship with all emergent literacy skills in both groups. This might suggest the important role of morphosyntactic skills to literacy development in Arabic. Overall, findings were consistent with existing literature, and demonstrated strong relationships between oral language and emergent literacy skills in the Arabic language.

In the present study, we investigated the grouping of Greek parents of preschool children according to their beliefs about literacy by using a mixed-method approach. The sample included 147 parents...

This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with compl...

Research Findings: The home literacy environment and particularly shared reading are central determinants of children’s emergent literacy skills and predictors of their later reading development. A...

Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but i...

The years from birth to five are critical for building the emergent literacy skills that precede learning to read and write. Early childhood education and care services are in a unique position to ...

The study examined aspects of parent-child shared reading interactions of two Hebrew alphabet books, children’s motivation to engage in early literacy activities, and how these variables relate to ...

Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study util...

This article utilizes the term “digital authoring” in order to explore the ways in which children create multi-modal, digital media texts. Drawing on the notion of “emergent literacy” we share vign...

Mobile devices are now ubiquitous across communities of all income levels, with very young children spending a great deal of time on smartphones and tablets even before they begin formal schooling....

For bilingual children, home literacy experiences contribute to the development of both languages. In this study, survey data were gathered on the frequency of home literacy activities in two langu...

Early writing is a foundational component of emergent literacy. Despite recent increases in early writing research, studies often narrowly focus on transcription (i.e., letter and/or name writing, ...

Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventio...

Young children's development of early literacy and language skills are strong predictors of future reading and writing ability. These skills in turn predict future health, well‐being, and success. ...

The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results...

Children on the autism spectrum are at risk of persistent impairments in literacy. Early literacy opportunities (e.g., Library Story Times) are thus important, but children on the spectrum experien...

Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the r...

We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid-automatized naming), word reading, and listening comprehensio...

Within the Croatian educational system, the school readiness programme is defined by the obligation of attending a pre-school curriculum in the year before school. Besides facilitating the transition into school, the programme also focuses on the development of early literacy skills, where play has a significant role. Therefore, the purpose of this study is to analyse the types of play being applied during this pre-school programme. Forty- two future educators (third-year students) and eight early childhood educators participated in the study. Qualitative methodology was used in the analysis of the students’ written preparation within the course Language-Communication Integrated Curriculum. It was found that most students independently developed incentives and use different types of play in their planning. Quantitative methodology was used to analyse collected data from observing educators enaging through different types of play, and similar results were determined. These findings suggest a positive impact on the development of early literacy skills and children's well-being. Since the different play activities did not carry equal elements of early literacy, the study has strong implications for the modification of educators’ study programmes in Croatia.

Individual telephone interviews with 11 Australian beginning teachers who were newly appointed, or seeking a teaching position, were used to explore their perceptions of their preparation to teach ...

The purpose of this study was to assess whether Arab speaking children ages 5, 6 and 7 can read a word in a logo with the print, colour, and context as opposed to when the word is in black and whit...

Standardized writing assessments based in linear progressions position teachers for deficit views of young children’s emergent writing development. Consequently, the researcher video recorded a wri...

The debate over an optimal age for learning a second language has been active for decades and includes dispute about whether learning derives mainly from nature or nurture. This article explores to...

The overlapping waves model put forth by Robert Siegler emphasizes variability, adaptive choice, and gradual change in children’s problem solving. These concepts were applied to emergent reading of...

This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth-grade students with severe reading difficulties. St...

We assessed the effectiveness of an occupational therapy reading program that targeted foundational reading skills and reading participation for first and second graders in an underserved urban ele...

This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted ...

Shared reading, a key component of the home literacy environment, has well documented potential for the development of emergent literacy skills. This study explored shared reading interactions between parents and their young children (aged one to six years) with Down syndrome in Ireland. 191 parents completed an online questionnaire, providing quantitative and qualitative data on their practices, experiences and views in relation to shared reading with their children. Findings indicate that the majority of parents engage their children in shared reading regularly and commence shared reading at an early age. Social/emotional factors and enjoyment, followed by speech and language development, were the primary factors motivating parents to engage their children in shared reading. There was evidence of parental use of oral language and print referencing strategies during shared reading. There was, however, potential for greater use of a wider range of strategies. Many parents also described challenges which affect engagement in shared reading. The majority of participating parents indicated that they would welcome additional guidance in relation to shared reading with their children. It is recommended that a parental education programme, providing parents of young children with Down syndrome with advice and guidance on shared reading be implemented. peer-reviewed 2021-08-17

Young children develop understandings about literacy from birth through experiences of print in their home environments. Today, written text is often present in children's homes in both print and digital forms. What kind of technologies are young children accessing at home and for what purposes? This paper discusses research findings from questionnaires completed by parents about the home digital literacy practices of 105 Turkish children aged 5-7 years and the nature of parental support for digital technology use at home. Parent interviews with five families further identified the technologies used, the children's repertoire of digital literacy practices and issues confronting parents about children's use of technology. The study revealed that children were actively engaged in multimodal practices through the use of digital technologies in play and learning in their homes. The main implications of this study are that it is important that educators be aware of children's existing digital home literacy practices as a foundation for further literacy learning and that parents may need support in understanding how technology use can contribute to children's literacy learning. Further research is warranted in this area.

Public libraries are an important resource for emergent literacy development. Emergent literacy is the behavior a child exhibits relative to books and reading before the child is able to decode wor...

We tested possible mediating effect of 12 variables within the home environment on the link between maternal education level and Language and Literacy and Math scores in a sample of Chinese...

The What’s Hot in 2019 survey was conducted to measure the amount of attention currently being given to literacy topics in research and practice. Twenty-five literacy leaders were surveyed; results...

In this study, we investigated the predictive value of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures for performance on a high-stakes reading assessment at the end of third gr...

Early writing—a valuable early literacy skill—begins to develop prior to kindergarten. Young children participating in preschool benefit from writing opportunities facilitated by teachers. ...

Touch-screen tablets are used in the classroom for assessment. Little is known about the psychometric properties of tablet-based assessments. This study examined the validity and reliabilit...

While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading developme...

This paper discusses applied research initiatives led by Save the Children in Rwanda that were used to inform advocacy and policy efforts surrounding the expansion of high quality early childhood education (ECE) services in Rwanda. Qualitative and quantitative studies were carried out around a new program focused on improving early literacy and math competencies (the Emergent Literacy and Maths Initiative (ELMI)) from 2013–2017. They include a Political Economy Analysis in 2013–2014 and longitudinal impact evaluations in 2014–2015 and 2015–2016. Together, the mixed-methods data helped to identify strengths and gaps in the Rwandan education system, potential solutions to improving ECE for all children in the country, and insights into best practices for taking successful pilot programs to scale in a low-income country. Changes in national policy and ECE service provision are discussed.

Bilingual education can promote a sense of school belonging for students through a shared valuing of students’ home languages and cultures. This article explores how bilingual education con...

This research paper investigates how graduate early years practitioners support under-threes with early reading; presenting their perceptions and daily encounters. Previous research into the practi...

Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home lan...

The author explores how counter-storytelling activities can offer preschool-age children opportunities to consider alternative perspectives and to develop critical and creative thinking skills.

This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough...

The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruc...

Increasing young children’s vocabulary remains one of the most challenging areas of early literacy instruction. Progress has been made in identifying techniques that, while often complex, w...

This article presents findings from the first year of a multiyear investigation of the implementation of the Dolly Parton Imagination Library (DPIL) book distribution program as part of one communi...

Purpose: Research has widely documented that several home-based literacy activities such as storytelling, shared book reading and exposure to print, support children's language and literacy develop...

For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, aud...

This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to fos...

This study explored how one district–community partnership, comprised of seven nonprofit community partners that serve five elementary schools in a single urban school district, improved co...