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Understanding New Approaches to Early Language and Literacy Development
Sun, April 16, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Hyatt Regency Chicago, Floor: East Tower - Concourse Level, Randolph 3Session Type: Symposium
Abstract
This four-paper symposium examines new approaches for nurturing early literacy and language development in early childhood. The roles of classrooms, teachers, and materials in relation to children’s language and literacy development are examined through quantitative means to highlight what works, for whom, and under what conditions.
Sub Unit
Chair
Papers
Nonverbal Supports for Word Learning in Pre-Kindergarten Shared Book Readings - Erica M. Barnes, University at Albany - SUNY; Elizabeth Burke Hadley, University of South Florida - Tampa; Jessica Lawson-Adams, Vanderbilt University; David K. Dickinson, Vanderbilt University
The Impact of COVID-19 on Pre-K Children's Language and Literacy Development: Short- and Long-Term Effects - Elizabeth Burke Hadley, University of South Florida - Tampa; Siyu Liu, University of South Florida; Meaghan McKenna, University of Kansas Medical Center
Which Words to Teach? Relationships Between Teaching Academic Vocabulary and Text Comprehension - Jill F. Grifenhagen, North Carolina State University; Courtney Weathers, North Carolina State University
A Meta-Analysis of the Effects of K–5 Expository Text Reading Interventions - Jackie Eunjung Relyea, North Carolina State University; HyeJin Hwang, University of Minnesota; Dennis S. Davis, North Carolina State University; Katie Peachey, North Carolina State University; Courtney Weathers, North Carolina State University