Children’s Classroom Engagement and School Readiness Gains in Prekindergarten

As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almost half of the study children were read to before they were 6 months old. The age at which children were first read to was closely associated with family characteristics such as socioeconomic status, the frequency with which children were read to as preschoolers, and with children's linguistic and cognitive competencies. The findings imply that reading books to very young children indeed contributes meaningfully to a favorable home literacy environment and supports children's language development.

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“…The WJ III is a standardized, normed measure frequently used to assess children's achievement (e.g., Chien et al, 2010;Duncan et al, 2007).…”

Section: Measures-assessment Of Children's Linguistic and Other Cognimentioning

confidence: 99%

The Sooner, the Better

2016

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“…Language contains innumerable devices, forms, and presuppositions that characterize it as a tool of communication (Bruner, 1984;Vygotsky, 2012). Upon entering the formal school setting, a child's challenge is to engage in message-getting and problem-solving activities, which increase in power and flexibility the more they are practiced (Chien et al, 2010). During the first three years of schooling, teachers create environments in which instructional programs are implemented and learning is communicated.…”

Section: Reading Success In Elementary Schoolsmentioning

confidence: 99%

A Comparative Study of Reading Instruction in Differentially Successful Elementary Schools

Bryan

Ortlieb

Cheek³

2013

IJE

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Elementary schools are positioned to be the epicenter for literacy formation and development, yet many students fail to reach minimum literacy standards. This multiple-case qualitative inquiry focuses on the inner workings of schools that experienced various levels of reading success to determine which programmatic aspects led towards effective reading planning and instruction. Findings revealed that literacy performance is affected by the following causes: the utilization of instructionally appropriate materials to facilitate independent work; scheduling and monitoring of support personnel; management and use of time; assessment practices inform instruction; and continuity within instructional frameworks. This study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.

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“…However, the objective was not to investigate the effect feedback has on learning, but rather on the child's engagement with the robot as an indicator of learning potential [12]. As for the age-effect study, we analysed engagement by annotating the children's eye-gaze towards the robot, human experimenter, to the blocks, and elsewhere, and measured the average time children maintained their gaze each time they looked at one of these targets.…”

Section: Feedbackmentioning

confidence: 99%

Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme

Vogt

Berghe

et al. 2018

Int J of Soc Robotics

117

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In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

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Children’s Classroom Engagement and School Readiness Gains in Prekindergarten

Cited by 271 publications

References 32 publications

The Sooner, the Better

The Sooner, the Better

A Comparative Study of Reading Instruction in Differentially Successful Elementary Schools

Guidelines for Designing Social Robots as Second Language Tutors

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