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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 32 1 Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills Riordan, Jessica Kate. - : University of Otago, 2021 BASE Show details 2 Learning language from books Reese, Elaine In: International handbook of language acquisition (London, 2019), p. 462-484 MPI für Psycholinguistik Show details 3 Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds Linney, Kelsi Sara. - : University of Otago, 2018 Abstract: Preschool is an important period in a child’s life as they learn from the environment around them. Gaining of early literacy and language skills before formal reading instruction begins at school is imperative as it sets a child up for later reading achievement. The skills that are considered most important for future reading achievement are alphabet knowledge, phonological awareness and vocabulary/language skill. While these skills are taught implicitly within early childhood centres as the children interact with the teachers, it is thought there could be more done to ensure that children are learning pre-reading skills before they get to school. Past studies have looked at phonological sensitivity interventions to help improve skills such as alphabet knowledge and phonological awareness as both are found to correlate with reading ability in later years of schooling. Shared book-reading interventions use strategies such as dialogic reading to help improve children’s language before they reach school. The present study aimed, therefore, to explore whether different forms of shared book-reading between parent and child would help to improve specific skills. Rich Reading and Reminiscing combined dialogic reading and elaborative reminiscing techniques to focus on the meaning of words and narrative of the story. It was expected that this form of shared book-reading would improve vocabulary/language skills. Strengthening Sound Sensitivity focused on sounds and forms of words in text. It was expected that this form of shared book-reading would improve literacy skills. Data were collected as a part of larger study which examined other aspects of children’s skills and behaviour before reaching school. Children were first assessed soon after turning 4-years old. They were then split into condition: Rich Reading and Reminiscing, Strengthening Sound Sensitivity, or the Activity Based Control group. If children were in either of the condition groups they went through a six-week programme where parents read specific books that included prompts according to condition. Each week, two books were read through three times each with different prompts for each read through and different activities at the end of each book. If the children were in the control group, they were sent a different themed activity box for each week. Alphabet knowledge, Phonological Awareness and Vocabulary were assessed at post-test, 7-month follow up, and 1-year follow up; as well as Phoneme Segmentation Fluency, Nonsense Word Reading and Word Identification Fluency being assessed at 1-year follow up. ANCOVAs were performed for each follow-up measure, controlling for age and relevant pre-test measure, to explore differences between conditions. It was found that the Rich Reading and Reminiscing condition had no effect on vocabulary/language skills at any time point. However, children in the Strengthening Sound Sensitivity condition were found to correctly read more whole words at 1-year follow up, as well as read more nonsense words and correctly identify more letter sounds at 1-year follow up. These findings suggest that when parents focus on sounds in words when reading books to their children, it may improve reading ability once the child reaches school. Keyword: Alphabet Knowledge; Early Childhood; Early Literacy; Language; Literacy; Phonological Awareness; Vocabulary; Word-reading URL: http://hdl.handle.net/10523/7962 BASE Hide details 4 From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension Suggate, Sebastian; Schaughency, Elizabeth; McAnally, Helena. - : ELSEVIER SCIENCE INC, 2018 BASE Show details 5 The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German Suggate, Sebastian; Reese, Elaine; Lenhard, Wolfgang... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 8, 1395-1412 OLC Linguistik Show details 6 From reminiscing to reading: Home contributions to childrens developing language and literacy in low-income families Sparks, Alison; Reese, Elaine In: First language. - London [u.a.] : SAGE Publ. 33 (2013) 1, 89-109 OLC Linguistik Show details 7 Maternal reminiscing, elaborative talk, and childrens theory of mind: An intervention study Taumoepeau, Mele; Reese, Elaine In: First language. - London [u.a.] : SAGE Publ. 33 (2013) 4, 388-410 OLC Linguistik Show details 8 Memories, Families, Cultures. Family Factors and Earliest Memories in a Cultural Perspective Artioli, Federica. - : University of Otago, 2013 BASE Show details 9 The Link Between Preschoolers Phonological Awareness and Mothers Book-Reading and Reminiscing Practices in Low-Income Families Leyva, Diana; Sparks, Alison; Reese, Elaine In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 44 (2012) 4, 426-447 OLC Linguistik Show details 10 Early understanding of the functions of print: parent-child interaction and preschooler's notating skills Wiser, Marianne; Leyva, Diana; Reese, Elaine In: First language. - London [u.a.] : SAGE Publ. 32 (2012) 3, 301-323 BLLDB OLC Linguistik Show details 11 Assessing children's narratives Reese, Elaine; Sparks, Alison; Suggate, Sebastian In: Research methods in child language (Malden, Mass., 2012), p. 133-148 MPI für Psycholinguistik Show details 12 Assessing children's narratives Reese, Elaine; Sparks, Alison; Suggate, Sebastian In: Research methods in child language (Malden, Mass., 2012), p. 133-148 MPI für Psycholinguistik Show details 13 The contribution of age and reading instruction to oral narrative and pre-reading skills Schaughency, Elizabeth; Suggate, Sebastian; Reese, Elaine In: First language. - London [u.a.] : SAGE Publ. 31 (2011) 4, 379-403 BLLDB OLC Linguistik Show details 14 Children's oral narrative and reading skills in the first 3 years of reading instruction Schaughency, Elizabeth; Long, Jennifer; Suggate, Sebastian... In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 6, 627-644 BLLDB OLC Linguistik Show details 15 A good story: children with imaginary companions create richer narratives Trionfi, Gabriel; Reese, Elaine In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 4, 1301-1313 BLLDB Show details 16 Looking back to the future: Māori and Pakeha mother-child birth stories Reese, Elaine; Hayne, Harlene; MacDonald, Shelley In: Child development. - Malden, Ma. [u.a.] : Blackwell 79 (2008) 1, 114-125 BLLDB Show details 17 Mother-child reminiscing and children's understanding of mind Reese, Elaine; Cleveland, Emily Sutcliffe In: Merrill-Palmer quarterly. - Detroit, Mich. : Wayne State Univ. Press 52 (2006) 1, 17-43 BLLDB Show details 18 Elaborating on elaborations: role of maternal reminiscing style in cognitive and socioemotional development Fivush, Robyn; Haden, Catherine A.; Reese, Elaine In: Child development. - Malden, Ma. [u.a.] : Blackwell 77 (2006) 6, 1568-1588 BLLDB Show details 19 Social origins of reminiscing Reese, Elaine; Farrant, Kate In: Autobiographical memory and the construction of a narrative self (Mahwah, NJ, 2003), p. 29-48 MPI für Psycholinguistik Show details 20 Articles - Predictive validity of the New Zealand MacArthur Communicative Development Inventory: Words and Sentences Reese, Elaine; Read, Stephanie In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 27 (2000) 2, 255-266 OLC Linguistik Show details Page: 1 2

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