Using Texting to Help Families Build Their Children's Vocabulary at Home

被引:3
|
作者
Snell, Emily K. [1 ]
Wasik, Barbara A. [2 ]
Hindman, Annemarie H. [1 ]
机构
[1] Temple Univ, Coll Educ, Philadelphia, PA 19122 USA
[2] Temple Univ, Coll Educ, Early Childhood Educ, Philadelphia, PA 19122 USA
来源
READING TEACHER | 2020年 / 74卷 / 01期
关键词
LITERACY SKILLS; RISK; BOOK; LANGUAGE; PARENTS; COMMUNICATION; KINDERGARTEN; INTERVENTION; PRESCHOOLERS; PROGRAM;
D O I
10.1002/trtr.1906
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Texting is increasingly used by teachers to communicate with families about classroom logistics and to support learning at home. The authors review the research evidence supporting texting as a tool for increasing family members’ engagement and their children’s learning, including the authors’ own evidence-based texting program, Text to Talk, which targets students’ vocabulary development. Finally, the authors offer guidelines to teachers regarding effective texting practices to maximize student learning and family engagement. These guidelines might prove useful to teachers beginning to use texting to facilitate students’ word learning specifically and teachers trying to bridge the home–school gap with other content more generally. The authors’ goal is to share these factors with teachers to help support successful home–school connections. © 2020 International Literacy Association
引用
收藏
页码:49 / 57
页数:9
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