Developing literacy in early years through reading

Authors & Title (APA)

(REF) Methodology

(METHODS- What did they do) Database & keywords used

(What did you put in search to find the article) Purpose of the study

Main findings

(Conclusion)
Baroody, A. E., & Diamond, K. E. (2016). Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills. Journal of Early Childhood Research, 14(2), 146-162.
A total of 167 4- and 5 year old children participated in this study along with 86 boys.

All teachers were woman

Highest level of education varied from college to Master’s degree or more with 9 percent from the same college with no degree.

32 percent are reporting an Associate degree and 59 percent reporting with a Bachelor’s/Master’s degree or higher. Teachers with experience from 1.5 to 32 years.

Children with parental consent were 32 percent of Caucasian, 31 percent were African American, 19 percent were Hispanic/Latino and 18 percent were acknowledged by mixed race or belonging to other ethnic groups.

Parents were found to be higher level from the no high school diploma/ general educational development (GED) to a 4 year college or higher, 85 percent reporting no higher than a high school diploma/GEM.

They administrate a questionnaire and they analysed it quantitively according to the collected numbers.
Journal of Early Childhood Research

KW: Literacy and Development
The aim of this study is to better understand the relations among preschool children’s motivational characteristics (i.e. interest and engagement in literacy activities), elements of children’s classroom literacy environment, and children’s early reading outcomes. Also to investigate teachers literacy development methods.

They measured there early reading outcomes by observing the children and looked at the coloration between the environments. Our findings suggest that both the environment and children’s participation in that environment are related to their early reading skills.

McKenney, S., & Bradley, B. (2016). Assessing teacher beliefs about early literacy curriculum implementation. Early child development and care, 186(9), 1415-1428.

The study was based around a research question: To what extent is the TBCI-EL a valid, reliable, and practical instrument for capturing teacher beliefs, practices, and competencies with regard to early literacy in 4-year-old classrooms?

The question was answered in two ways using expert appraisal and piloting. Expert appraisal focused on the content validation of the instrument and an initial draft of the instrument was based on literature.

The respondents in the field of early literacy were noticed during a focus group discussion. As the second phase was taken using piloting with 20 teachers exploring reliability and practicality of the TBCI-EL.

In the pilot phase 7 American and 13 Dutch teachers of four-and- five-year- olds participated. A brief interview with teachers and the research assistants was taken to see data on how practical the instrument is to use.

KW: Early Child Development and Care, Early Literacy

This aims on literacy starting before school entry that involves synergistic development of listening, speaking, reading, writing, and viewing from birth and other experts that stress this.

This study use open and close questions to define teachers’ practices, beliefs and competencies. There related to three early literacy goals: comprehension of text; functional reading and writing; and (de)coding. Teachers are told to rank order of educational objective within the strands.

The qualitative data shows the same between both USA and NL groups. The respondents were small in number to find out quantitative data differences also when referred as teachers it combines the group of 20 respondents where NL and USA differences.

The instrument has been tested with a small number of respondents (3 experts and 20 teachers). From this both teachers and experts felt that the content of the instrument was good but the second assessment was not good.

In short term it will be good make modest modifications to the questions that teachers find hard to answer. As a whole it is consuming time and could have been shorter.

Weigel, D. J., Martin, S. S., & Lowman, J. L. (2017). Assessing the early literacy skills of toddlers: the development of four foundational measures. Early Child Development and Care, 187(3-4), 744-755.

There were collected data from toddlers between 12 and 37months of age. Fourteen families were randomly recruited for the test through early childhood programme. Directors also offered money to those participating in programme.

In the programme a sample of 148 parents and toddlers. The participation rate of parents that were able to take part in one selected early childhood programme was 60 percent.

The parents completed a 20-minute face-to-face interview a series of self-administered questionnaires that took an additional 45 minutes.

Spanish-speaking parents had the questions translated and collected by native Spanish speakers. Toddlers’ assessments were done with the parents being present though the parents were told not to part take in it.

There literacy assessments changed in length 20 minutes for the youngest toddlers to about an hour and a half for older or more advanced toddlers. This was because the collectors were trained to be alert to the mood toddlers perceive.

Some interviews and assessments took place in the parents’ home or private room in early childhood facility and those took part were compensated for their participation and time.

KW: Early Literacy in School
Early Child Development

This study was to design four new test measures of early literacy development in young children.

The measures show trained data and the assessments are easy to use and further tests are relayed on stable tests.

The study of literacy development of toddlers is important to their development as its still in the early stages and better testing is needed.

There was a diverse of participants but children were taking part in English-language early childhood programmes. Also these instruments have potential to add and improve upon the measurements options currently available for assessing the literacy skills of toddlers.

Wishart, L., & Rouse, E. (2019). Pedagogies of outdoor spaces: an early childhood educator professional learning journey. Early Child Development and Care, 189(14), 2284-2298. The study was to gain understanding of the perception of pedagogical decision making and practices of the educators. It operates 8 hours during the day and it is remodelled at the time of study. KW: Early childhood To describe and analyse the childhood educators answering to teaching young children. The process of perception changed the study suggestions of the early childhood educators as they needed more time and researchers influence that it can be done outdoor.
Weber-Mayrer, M. M., Piasta, S. B., Ottley, J. R., Justice, L. M., & O’Connell, A. A. (2018). Early childhood literacy coaching: An examination of coaching intensity and changes in educators’ literacy knowledge and practice. Teaching and Teacher Education. Participants who provided consent were randomly located to the workshop. There were 65 females who were educators and highest educator completed master’s degree. KW: Early learning literacy
Early child development and care This study looks at childhood on scientific literature and states different scenarios in educator classrooms. The results for the study proved strong for the early literacy coaching even though it was not a full understatement of the educators outcome.
Ucus, S., & Acar, I. H. (2019). Exploring the perceptions of student teachers about ‘creative school’in early childhood education. Early Child Development and Care, 189(2), 191-206. The studies were qualitative and conducted by participants, data collection, and data analysis. Researchers compared findings and a student was blind to the study which coded separately. KW: Early childhood education Many studies observe student teachers that notice creative children in education. According to research threes no information on exploring student’s creative perception at school. The sum up of participants provided with experiences to understand creativity in education was supported through active learning. Having the concept of schools will enhance children learning and purpose of the education.

Please use this grid to document your literature search. YOU MUST attach THIS as an appendix with your dissertation.

Topic: Developing literacy in early years through reading (maybe)?

BACKROUND
KW: Early childhood research
Journal of child language Cambridge

What is literacy and what’s included in it?
Discussion the importance of literacy
Link this to EYFS profile
– Communication and literacy are part of the profile there’s a duty as practitioners to develop those aspects of language
– We develop literacy because language underpins everything. Which means if children are good at language their achievement will be affected.
– children are tested on their literacy ability not only in literacy but other subjects such as maths and science because in these lesson comprehension is the basis to the subject. For example, if there was a question in maths the child will have to read the question in order to understand and answer it.

Purpose of disso
– To identify the literacy interventions that work or recorded
– To develop early reading these interventions are recommended
– based on latest research this is what we do

Book: Language literacy and communication in the early (Carole Hayes) pg.68/ 92 chapter 4/5
Hayes, C. (2016). Language, Literacy and Communication in the Early Years:: A critical foundation. Critical Publishing.

– what is reading and why is important
– how reading skills develop
– approach to teaching reading
– these interventions proven to be effective
– sribbles to scrabes
– think to talk on reading or writing

Chapter 5
– the goal of reading
– the statement or problem is important that we have early reading intervention that work and which is why am doing this analysis to see what works in early years

Literature based dissertation
1. Title
2. Abstract
3. Introduction
4. Background (relevant definitions & statement of importance)
5. The main research question (purpose of your study)
6. Literature review:
6.1 Data collection (keywords & databases)
6.2 Data analysis (describe the procedure with reasons for including the selected sources)
7. Results with relevant subheadings (what has emerged from the literature)
8. Discussion
9. Reflection: Using a reflective model reflect on how the knowledge acquired from findings will affect your future practice (500 words)
10. Conclusions
11. References: APA conventions (minimum of 25)
12. Appendix (Literature review grid)
Word count: 7,000 excluding references