Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 216-245, March 2025.
The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 55-80, March 2025.
This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 29-54, March 2025.
The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 3-28, March 2025.
Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 158-184, March 2025.
Although it is well established that reading with young children supports early language and literacy development, few studies have focused on the importance of parental beliefs about reading with infants. The current study, which sheds light on parental ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 109-132, March 2025.
Though a limited amount of literature has examined the family literacy practices of students with refugee backgrounds in the United States, little research has focused on play and conversations of Burmese siblings with refugee backgrounds. Drawing upon ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 246-280, March 2025.
The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 185-215, March 2025.
This collective case study sought to investigate the distinctive writing processes and productions of young writers within the space of a writers’ workshop. Based on video-taped observations, fieldnotes, writing samples, and teacher and student interviews,...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 81-108, March 2025.
As classrooms worldwide become diverse, the ways teachers engage children in literacy learning must be inclusive to accommodate the multitude of languages spoken. Multimodal literacy practices using digital tools provide innovative opportunities for ...

Journal of Early Childhood Literacy, Volume 25, Issue 1, Page 133-157, March 2025.
New sociomaterial and performative directions in literacy research on digital technologies and play in early childhoods may complicate the established concept of digital play. This study contributes to this line of research by empirically expanding on the ...

Journal of Early Childhood Literacy, Ahead of Print.

Journal of Early Childhood Literacy, Ahead of Print.
This study investigates three young Chinese girls’ active play on TikTok as a way to engage in global communication during the Covid-19 lockdown in China. In particular, this paper aims to navigate how the girls position themselves in TikTok multimodal ...

Journal of Early Childhood Literacy, Ahead of Print.
Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read ...

Journal of Early Childhood Literacy, Ahead of Print.
Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster ...

Journal of Early Childhood Literacy, Ahead of Print.
This study analyzes how raciolinguistic ideologies shape children’s identity construction within two American preschool classrooms. Specifically, I attend to the ways three-, four-, and five- year-old Dominant American English-speaking children adopted ...

Journal of Early Childhood Literacy, Ahead of Print.
How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks ...

Journal of Early Childhood Literacy, Ahead of Print.
While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological ...

Journal of Early Childhood Literacy, Ahead of Print.
This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first ...

Journal of Early Childhood Literacy, Ahead of Print.
Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is ...

Journal of Early Childhood Literacy, Ahead of Print.
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ ...