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result(s) for
"Neuman, Susan B"
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Hop, Bunny! : explore the forest
Readers are introduced to forests as they follow a rabbit on his travels.
Book
Creating Everyday Spaces for Early Language and Literacy Learning: The Role of the Trusted Messenger
Studies have documented a striking rise in income inequality and opportunity gaps in young children’s access to literacy. Recognizing the need, this study examines the local laundromat as an organizational broker and how specially designed spaces within this setting may support children’s literacy-related activities in under-served neighborhoods. Three laundromats in neighborhoods were examined. This year-long study examined changes in children’s activities resulting from the design changes alone, and subsequent changes when trusted messengers from the neighborhood supported their culturally and linguistically diverse traditions. The results suggest that everyday spaces in neighborhoods can serve as cultural niches that become important sites for learning.
Journal Article
Swing sloth! : explore the rain forest
An introduction to several of the animals who live in the rain forest.
Book
Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia
Just beginning to understand the potentials new technologies might bring to the learning environments of young children, we invited authors to submit articles that investigate multimedia sources and their effect on learning settings. Two main themes emerged—how digitization changes the learning environment and adult-child interaction in particular and which digital affordances enrich digital materials and how these changes affect learning. We finish with “alerts” to further explore more the hidden potentials of new technologies and how routines such as book reading might change and become more effective in some respects.
Journal Article
Jump, pup!
Introduces puppies to young readers using simple, repetitive text and photographs, including senses and play activities.
Book
The Effects of Vocabulary Intervention on Young Children's Word Learning: A Meta-Analysis
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children's oral language development. The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of .88, demonstrating, on average, a gain of nearly one standard deviation on vocabulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were significantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Journal Article
The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices
This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus ongoing coaching; Group 3, control group. Analysis ofcovariance indicated no significant differences between groups on teacher knowledge. However, there were statistically significant improvements in language and literacy practices for teachers who received coursework plus coaching with substantial effect sizes for both center- and home-based providers. Professional development alone had negligible effects on improvements in quality practices. Coursework and coaching may represent a promising quality investment in early childhood.
Journal Article
Let's play! collection : readers that grow with you
Rowdy puppies, playful kittens, curious otters, and adorable cubs - these are the cute critters you'll find in National Geographic's latest reader bind-up! Through text features such as vocabulary trees and the wrap-up activities for each story, kids are introduced to new words and concepts - helping them expand their understanding of the world.
BOOK
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster-Randomized Trial
The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental intervention for children in preschool designed to teach word knowledge and conceptual development through taxonomic categorization and embedded multimedia. Participants in the study included 3-and 4-year-old children from 28 Head Start classrooms in 12 schools, randomly assigned to treatment and control groups. Children were assessed on word knowledge, expressive language, conceptual knowledge, and categories and properties of concepts in a yearlong intervention. Results indicated that children receiving the WOW treatment consistently outperformed their control counterparts; further, treatment children were able to use categories to identify the meaning of novel words. Gains in word and categorical knowledge were sustained six months later for those children who remained in Head Start. These results suggest that a program targeted to learning words within taxonomic categories may act as a bootstrap for self-learning and inference generation.
Journal Article