The culture of education

Compare your culture to one of the cultures discussed in this unit. On a sheet of paper, list the cultures you are comparing and make one column titled “similarities,” and a second column titled “differences.” Now, list as many similarities and differences between the two as you can think of. Are there more similarities or differences between the two cultures you selected? Have you ever met anyone from this culture? How can you use this information to build greater respect between cultures?

Similarities and Differences

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman,. 1983a, 1983b) was published just over 10 years ago, it had many nal Kaufman Assessment Battery for. Children (K-ABC) (Kaufman &. Kaufman, 1983) in both its theoretical conception and structure. This chapter will provide a The first edition of the Kaufman Assessment Battery for Children. (KABC; Kaufman & Kaufman, 1983) was a ground-breaking measure. Unlike most tests at the Mar 29, 2012 children second edition. (KABCII). Abstract. The Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman & Kaufman,..

アメリカ合衆国におけるKaufman Assessment Battery for Childrenに関する研究動向

Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent-child dyads reading battery-operated, touch-sensitive children's electronic console books or traditional books. Results revealed that parent-child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e-books may be altered to better serve as educational tools in this new era are discussed.

Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era.

The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N=40; age 5:2-6:3) compared to first graders (N=50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control group which was afforded the regular school program. Pre- and post-tests included vocabulary and word reading measures. Post-tests included story comprehension and production. Children who read the e-book exhibited significant progress in word meaning and word reading compared to the control group. Kindergarten children progressed in word reading more significantly than first graders across treatment groups. This could be explained by the ceiling effect of the first graders' word reading level which did not leave much room for progress in this skill compared to the kindergarten children. No interaction was found between age and treatment groups. Kindergarten children exhibited a good level of story comprehension, similar to first graders, although their story production was lower. Implications for future research and education are discussed.

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Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade

We compared the effects of children’s reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children were randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children were read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children’s vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups showed a similarly good level of story comprehension. In both SES groups, compared with the control group, children’s phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed.

/pdf/electronic-books-versus-adult-readers-effects-on-children-s-3yusn5swjz.pdf

Electronic books versus adult readers: effects on children's emergent literacy as a function of social class

The effects of an educational electronic book (e-book) on 149 five- to six-year-old kindergarteners' emergent literacy levels were researched in two SES groups: low (LSES) (79 children) vs. middle (MSES) (70 children). In each SES group, children were randomly assigned to four groups. Three groups were assigned to work individually in one of three e-book activity modes: ''Read story only'', ''Read with dictionary'', or ''Read and play'' during three similar activity sessions and the fourth group served as a control which received the regular program of the kindergarten. Pre- and post-intervention emergent literacy measures included word meaning, word recognition, and phonological awareness. Results show that word meaning of children from both middle and low SES improved following the educational e-book activity, regardless of mode. Second, LSES children's emergent literacy levels showed relatively greater improvement rates than did those of the MSES children. Third, children in the ''Read with dictionary'' and ''Read and play'' activity modes showed more improvement in their emergent literacy levels than did those in the ''Read story only'' mode. Implications for future research and for education are discussed.

The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups

The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control). The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological awareness than the EB and the control groups. Implications for future research and for educators are discussed.

Reading Electronic and Printed Books with and without Adult Instruction: Effects on Emergent Reading.

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.

Ofra Korat

Papers

Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade

Electronic books versus adult readers: effects on children's emergent literacy as a function of social class

The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups

Reading Electronic and Printed Books with and without Adult Instruction: Effects on Emergent Reading.

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups