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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
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In: Languages; Volume 7; Issue 1; Pages: 69 (2022)
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| 4 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 5 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 6 |
Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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Abstract:
Technology has become an integral part of everyday life. Mobile media devices, in particular, are now an essential component of mainstream lifestyle, whereby adults rely on mobile devices not only to communicate, but also to carry out daily tasks, such as shopping and banking. In fact, 91 percent of adults report that they have at least one mobile device at home (Rideout & Katz, 2016) and 98 percent of families with children between 0- and 8-years old report having a mobile device in the home. The increased exposure to screens raises many questions as to its role in children’s everyday home environment and what effect this increase may have on children’s language and literacy development. In this dissertation, I explore the relationship between mobile screen media use and children’s early language and literacy skills in two studies. Using multiple regression analysis, Chapter 1 explores the relationship between children’s touch screen use at home and their early language and literacy skills using data from the Early Learning Study (ELS). It compares the relationship between screen media use and language and literacy skills between families in high- and low-income households and how the relationship may vary with other child and family demographics. Results suggest that any associations between mobile screen media and language and literacy development may not be explained by quantity of use, but rather quality and nature of use. Chapter 2 examines and classifies how parents and children in low- and middle-income households interact with e-books on a device. Using qualitative methods, interactions between parents and children around e-books were coded along dimensions of engagement, collaboration, and the type and quality of talk. Results show that there are distinct profiles of parent interactions when using e-books with their children that can inform the design of interventions seeking to support the quality of parent-child interactions. Together, these two studies help increase our knowledge about the role mobile media is playing in children’s lives. In turn, in Chapter 3, I propose a set of lessons digital media developers can learn from this dissertation work. I discuss recommendations that aim to improve the design of educational apps to provide feedback, scaffolding, and social interactions that will boost children’s learning. Together, these three chapters work to advance a research agenda focused on supporting child interactions with mobile digital media.
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Keyword:
Developmental psychology; digital media; Early childhood education; Educational technology; home literacy environment; language development; literacy development; preschool children
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37371189
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| 7 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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| 8 |
Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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| 9 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 10 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 11 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 12 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 14 |
Effect of a performing arts program on the oral language skills of young English learners
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| 15 |
Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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| 16 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 17 |
Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools ...
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| 18 |
Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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| 19 |
Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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| 20 |
Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
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