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"Cunningham, Anne E"
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Book smart : how to develop and support successful, motivated readers
\"Reading aloud to and with young children is an experience that serves a variety of purposes. In Book Smart: How to Support Successful, Motivated Readers, the experience of reading together is used as a vehicle for discussing the varied yet interconnected language and literacy skills that jumpstart the career of a successful reader. Authored by two passionate psychologists and educators, this book is a how-to guide rich with stories, lessons, activities, and ideas aimed at addressing the broad range of interpersonal, social, emotional, and motivational skills that must be fostered in young children. The early chapters in this book will help you get your child ready for school and ready to read, and the later chapters will help you foster your child's lifelong love of reading. Throughout the book, the authors also provide tips for building a special bond with your child through reading together - from giving appropriate praise to modeling persistence. Perhaps most importantly, this book serves as a guide along the path to becoming an independent reader. This journey begins with a discussion of oral language and emergent literacy skills and then moves into the child's early writing attempts, story comprehension, general knowledge development and social-emotional growth. A highly informative but light-hearted read, this book will allow you to bring the joy of reading into your home\"-- Provided by publisher.
Book
Preschool children’s early writing: repeated measures reveal growing but variable trajectories
Findings from education to neuroscience highlight the role of young children’s print-related skills, including early writing, in predicting and enhancing the development of their later literacy abilities. However, the field lacks standardized, comprehensive measures with relatively brief scoring systems that can capture the progression from scribble lines into shapes, letters, first words, and messages. Repeated writing samples from Tools of the Mind curriculum provided a unique opportunity to examine growth across 6 months of preschool. To score the continuum of early writing skills, we designed a pilot 9-point scale (Early Writing-9; EW-9). Inter-coder agreement was high (ICC = 0.96, p < 0.001). In a sample of 62 children (3–5-years of age), we scored an average of 16 weekly samples per child, from the beginning of the school year until early spring. Findings from multilevel growth-curve models demonstrated that the development of early writing skills was substantial, highly variable, and often rapid. The shape of the trajectory yielded significant linear, quadratic, cubic, and quartic trends, consistent with a pattern of overall tapering growth. Among all predictor variables entered, including gender, age, and number of years in the program, only name-writing ability (assessed at school entry) predicted early writing scores after 6 months. Theoretical and educational implications for early writing development during preschool are discussed.
Journal Article
Book smart : how to develop and support successful, motivated readers
In Book Smart: How to Support Successful, Motivated Readers, the experience of reading together is used as a vehicle for discussing the varied yet interconnected language and literacy skills that jumpstart the career of a successful reader. Authored by two passionate psychologists and educators, this book is a how-to guide rich with stories, lessons, activities, and ideas aimed at addressing the broad range of interpersonal, social, emotional, and motivational skills that must be fostered in young children.
eBook
Starting small: Building preschool teacher knowledge that supports early literacy development
A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.
Journal Article
The Effect of Orthographic Neighbors on Second-Grade Students’ Spelling Acquisition
Many words in English resemble one another in multiple ways. Words with similar spellings are referred to as orthographic neighbors. The purpose of this within-subject experimental study was to examine the effect of orthographic neighbors on the spelling acquisition of second-grade students. In each of five sessions of a computer-based experiment, 71 participants were presented with two prime words and prompted to learn the spelling of seven novel words. The latter seven words were control words (no meaningful connection with the corresponding prime word) and neighbor words (words representing various types of connections with the corresponding prime word). Spelling tasks were administered twice: immediately after the experiment and two days later. The findings suggest that spelling acquisition depends on two critical factors: orthographic neighbor type and orthographic processing ability. Students’ spelling acquisition was supported by analogizing rime neighbors (e.g., rain/vain). However, facilitative effects were not found for substitution neighbors (e.g., rain/ruin) and transposition neighbors (e.g., clam/calm). Additionally, a student’s level of orthographic processing was an important determinant of spelling acquisition; students with well-developed orthographic processing ability correctly learned the novel words regardless of the presence of rime neighbors. In contrast, acquiring spelling was far more difficult for students with less developed orthographic processing ability, but their spelling acquisition was strongly facilitated by the presence of rime neighbors. Implications of this research are (a) learners’ orthographic processing skills should be considered when designing spelling instruction and (b) early elementary students need instructional support when making orthographic analogies for substitution and transposition neighbors.
Journal Article
How Teachers Would Spend Their Time Teaching Language Arts
As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers’ implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers’ implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed.
Journal Article
Disciplinary Knowledge of K-3 Teachers and their Knowledge Calibration in the Domain of Early Literacy
Recently, investigators have begun to pay increasing attention to the role of teachers' domain-specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third grade teachers' actual and perceived reading related subject matter knowledge, and to investigate the extent to which teachers calibrate their reading related subject matter knowledge by examining relationships between actual and perceived knowledge. Results indicated that while teachers demonstrated limited knowledge of children's literature, phoneme awareness, and phonics, the majority of these same teachers evaluated their knowledge levels quite positively. Teachers demonstrated some ability to calibrate their own knowledge levels in the area of children's literature, yet they were poorly calibrated in the domains of phoneme awareness and phonics. These findings suggest that teachers tend to overestimate their reading related subject matter knowledge, and are often unaware of what they know and do not know. Implications for the design of teacher education at both the preservice and inservice levels are discussed.
Journal Article
Converging evidence for the concept of orthographic processing
Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)
Journal Article