Children learning to read later catch up to children reading earlier
Abstract: Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or seven years. Study 1 covered the first six years of school following three cohorts across a two-year design. Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age. The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11. In Study 2, the decoding, fluency, and reading comprehension performance of 83 additional middle school-age children was compared. The two groups exhibited similar reading fluency, but the later RIA had generally greater reading comprehension. Given that the design was non-experimental, we urge further research to better understand developmental patterns and influences arising from different RIAs. Linked here.
Does early reading instruction help reading in the
long-term? A review of empirical evidence.
Abstract. Widespread and extensive changes have seen early reading instruction become an educational target
for preschool and kindergarten aged children. Surprisingly, empirical researchers and policy makers have by
and large paid little attention to the effects that early reading instruction has on later reading development.
In this critical review, I outline five main arguments for early reading and examine their logical and evidential
basis. Then I present research that has compared groups of children over the long-term as a function of whether
they received early formal reading instruction or not. I conclude, on the basis of the evidence and critique, that
children do not show better long-term reading performance that is attributable to their having received earlier
formal reading instruction. Linked Here.
Keywords: Early reading; reading development; early childhood; long term; reading; language
for preschool and kindergarten aged children. Surprisingly, empirical researchers and policy makers have by
and large paid little attention to the effects that early reading instruction has on later reading development.
In this critical review, I outline five main arguments for early reading and examine their logical and evidential
basis. Then I present research that has compared groups of children over the long-term as a function of whether
they received early formal reading instruction or not. I conclude, on the basis of the evidence and critique, that
children do not show better long-term reading performance that is attributable to their having received earlier
formal reading instruction. Linked Here.
Keywords: Early reading; reading development; early childhood; long term; reading; language
Rhythm is it! Heart rhythm and health
The most important educational objectives of Waldorf education, Rudolf Steiner said in 1919, were to learn to breathe correctly and to develop the right rhythm between waking and sleeping. The soul and spiritual being of the child had to be connected with the body in a healthy way and this happened in the rhythmical interchange of breathing in and breathing out, of waking and sleeping, of concentration and relaxation, of spiritual and physical activity. Because Waldorf education was intended to make the physical body a permeable tool for the individual intentions of a person in later life, into the “least possible obstacle for what the spirit intends” (Rudolf Steiner). see link
Head Start, Early Finish? The Scandal of England's School Starting Age
Wednesday, August 22, 2012
http://steinereducation.edu.au/Richard%20House%20New%20View%20312.pdf
An excellent article from New View magazine highlighting research that supports the later introduction of intellectual concepts to young children. Dr Richard House is a founder-member of Early Childhood Action, a trained Steiner Kindergarten teacher and Senior Lecturer in Education (Early Childhood).
http://steinereducation.edu.au/Richard%20House%20New%20View%20312.pdf
An excellent article from New View magazine highlighting research that supports the later introduction of intellectual concepts to young children. Dr Richard House is a founder-member of Early Childhood Action, a trained Steiner Kindergarten teacher and Senior Lecturer in Education (Early Childhood).
The Impact Of Screen Media On Children: A Eurovision For Parliament
Television viewing hurts the development of children under three years old and poses a certain number of risks, encouraging passivity, slow language acquisition, over-excitedness, troubles with sleep and concentration as well as dependence on screens ... even when it involves channels aimed specifically at them.’ (HighAudiovisual Council, 2008) - The linked paper for the European Parliament raises some of these issues and advises on current research trends.
Steiner Dolls - Why the difference?
This wonderful article by Conne Grawert from Nurture ~ Australia’s Natural Parenting Magazine, Issue 05, 2013, explains the characteristics of Steiner dolls.
The Importance of Imaginative Play
Author Dr Joy Navan
Citation First published in Sengvine, November 2012.
This article looks at the benefits of imaginative play for children
Citation First published in Sengvine, November 2012.
This article looks at the benefits of imaginative play for children