Early Literacy Research, 2006-2015: A Decade of Measured Progress

Autor/inn/en	Teale, William H.; Whittingham, Colleen E.; Hoffman, Emily Brown
Titel	Early Literacy Research, 2006-2015: A Decade of Measured Progress
Quelle	In: Journal of Early Childhood Literacy, 20 (2020) 2, S.169-222 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798418754939
Schlagwörter	Early Reading; Emergent Literacy; Educational Research; Phonics; Phonological Awareness; Reading Fluency; Vocabulary Development; Reading Comprehension; Beginning Reading; Beginning Writing; Guides; Yearbooks; Journal Articles; Periodicals; Research Design; Young Children; Student Diversity; Technological Literacy + Suchen Sie Ihr Suchwort? Frühlesen; Frühleseunterricht; Bildungsforschung; Pädagogische Forschung; Wortschatzarbeit; Leseverstehen; Erstleseunterricht; Erstschreibunterricht; Handbuch; Leitfaden; Yearbook; Jahrbuch; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Forschungsdesign; Frühe Kindheit; Technisches Wissen
Abstract	This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006-2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01