Faculty publication roundup, March 2024

MLFTC faculty research publications from March 2024
March 20, 2024

The research papers and publications listed below are a sampling of recent contributions by faculty of Arizona State University’s Mary Lou Fulton Teachers College.

Chengan Yuan, assistant professor
Teaching Cooperation to Children with Autism during Play

Journal of Developmental and Physical Disabilities 

January 2024

This study aimed to examine the effectiveness of a multi-component intervention on cooperative behaviors in children with autism spectrum disorder. The participants were asked to construct models together using toy sets. The visual analysis and randomization test showed that the intervention increased cooperative behaviors for all participants, and improvements were maintained after the intervention components were terminated. 

Lindsey Moses, associate professor
Literacy-based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work
Tesol Quarterly
March 2024 

This study provides implications for literacy and play-based instruction for multilingual learners. It is based on findings from a formative study focused on language and literacy development in an international school's K-5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play-based unit to introduce, reinforce and support vocabulary development and opportunities for independent play related to the content and vocabulary. The quantitative findings reveal a significant increase in English usage during independent play. 

Cyndi Giorgis, professor
Literature and Literacy for Young Children: Envisioning Possibilities in Early Childhood Education for Ages 0 – 8. (8th edition)
January, 2024

The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children’s literature for ages 0–8, with an emphasis on diverse literature. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, children’s literature, and literature instruction.

The summaries listed here are reprinted from paper and publisher abstracts. They are a sampling of the many published projects by MLFTC faculty.