A Cross-Case Study of Children’s Oral Narratives and Image Reading of a Wordless Picturebook

Zhang, Rong; Brown, Sally; Lysaker, Paul H.

doi:10.1080/10573569.2023.2184737

Cited by 2 publications

(1 citation statement)

References 45 publications

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“…The keyword evolution analysis showed that “literacy,” “children,” “early,” “reading,” and “teacher” have always constituted the core of Topic 1, highlighting early childhood reading's significance and educators' crucial role (Snell et al, 2022 ). However, recent trends have revealed a notable shift within Topic 1, characterized by the increased frequency and prominence of the keyword “book.” Accompanied by an escalating focus on shared book reading (Miller-Goldwater et al, 2022 ; Shen and Del Tufo, 2022 ), picture books (Shimek, 2021 ; Zhang R. et al, 2023 ), and digital books (Kim, 2022 ; Korat et al, 2022 ), this change has indicated a paradigmatic transition from traditional reading strategies toward a more integrated approach that embraces modern digital tools and methodologies in educational practices, reflecting a broader shift in pedagogical paradigms and research interests within the field. Under Topic 2, the addition of the keywords “Chinese” and “vocabulary” reflects growing emphasis on early reading in the Chinese linguistic context (Hemelstrand et al, 2023 ; Lin and Zhang, 2023 ).…”

Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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IntroductionEarly reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends.MethodsThis study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions.ResultsOur in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn.DiscussionThis analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.

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Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

Çelebi,

Yazıcı,

Akman

2024

Ana Dili Eğitimi Dergisi

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The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

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A Cross-Case Study of Children’s Oral Narratives and Image Reading of a Wordless Picturebook

Cited by 2 publications

References 45 publications

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

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