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Journal of Early Childhood Literacy is a peer-reviewed journal published by SAGE, covering Literacy, Media, and Education, Child Development and Digital Technology, Reading and Literacy Development.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Journal of Early Childhood Literacy, 12(3), pp. 45–58.
Formats any DOI in Journal of Early Childhood Literacy style. No sign-up. |
| Publishes research in | Literacy, Media, and Education Child Development and Digital Technology Reading and Literacy Development Multilingual Education and Policy Early Childhood Education and Development |
| ISSN | 1468-7984 |
| Citation impact (2-yr) | 1.19 |
| h-index | 63 |
| i10-index | 344 |
| Total citations | 16,394 |
| Top institutions publishing here | Manchester Metropolitan University |
| Journal website | www.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children’s Centre nursery (3- to 4-year-olds), a primary school reception class (4- to 5-year-olds) and a Special School (7- to 13-year-olds), discussed their potential uses with staff in…
It is well known that children’s language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individual interactions necessary to boost children’s language skills. Given that parents are their children’s first teachers, it is imperative to consider how parents can help improve their…
This literature review provides an overview of research into technology and literacy for children aged 0—8 in educational settings from 2003—2009. The article begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for…
This study examined mothers’ beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and pre-school aged children’s literacy development. Data were collected from 79 mothers and their children over one year, and two profiles of parental literacy beliefs emerged. ‘Facilitative’ mothers…
Over the past three decades numerous studies from the English-speaking world have pointed to the advantages for young children of family involvement in their literacy development. However, their emphasis has always been firmly and almost exclusively upon parentsworking with children in specific waysand often using school-sanctioned materials. This article investigates the role played by young…
