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1.
In this article, the relationship between literacy practices and spatiality is explored in the context of family literacy. The article draws on fieldwork in family literacy classrooms as part of two evaluations in Croydon and Derbyshire of family learning provision. Methods of evaluation included classroom observations in rural and suburban locations. In addition, teachers and parents were interviewed. In this instance, family learning included literacy and language activities with parents and children in school and nursery settings. These were learning spaces where parents and children collaborated on joint projects including book making, storytelling, the making of visual artefacts and reading and writing activities. The research revealed how family literacy classrooms could be understood as ‘third spaces’, between home and school, offering parents and children discursive opportunities drawing on both domains. 相似文献
2.
This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents’ relations with the school and their children, and their ability to support their children’s literacy development. The study involved 27 school-based programmes for pupils aged between five and seven, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes the programmes developed greater connectivity between home and the school, and parents felt more able to support their children’s literacy development at home. 相似文献
3.
Samoan school children living in New Zealand were given disposable cameras and asked to photograph examples of the uses of reading and writing outside the school. Interviewed later, they explained their photographs including information about literacy in church and family. Rote learning and oral presentation of biblical texts that were read and committed to memory were characteristic of church literacy and supported by practices in the home as Shirley Brice Heath and others have reported. The purpose is closely connected to maintenance of Samoan culture and survival of the language. However, it was found that older siblings introduced school ways of learning to younger family members and that church literacy involved techniques for understanding and assessment that were similar to those of the school. It is asked whether the disparity in measured literacy performance of Samoan people is the consequence of a mismatch between church and family literacy and the literacy of the school. 相似文献
4.
Carla E. Förster M. 《Cultura y Educación》2013,25(3):476-504
AbstractThis research analyses the impact of home practices, sociodemographic variables (family income and parents’ education) and attendance at a formal education programme prior to the development of early literacy skills of 240 children (four years old) from rural and urban disadvantaged families starting nursery school in Chile. The results show that the development of literacy skills was higher in urban children. In rural areas, family practices (words games) and family income had the most predictive weight on the performance of children and no differences were found between those who attended a prior educational programme and those who remained at home; while in urban areas, programme attendance had the highest impact, so that children who remained at home attained a lower developmental level, similar to those of rural areas. The implications of these findings for educational practice and policy are discussed. 相似文献
5.
In literacy research, home literacy experiences and exposure to print have been ascribed a contributing role in later reading development along with metalinguistic and other cognitive skills. In a study on reading and spelling skills in nonvocal children the home and school literacy experiences of 35 children with cerebral palsy were studied by means of questionnaires. The questionnaires were completed by the parents and teachers. The answers from the disability group were compared with the answers from two comparison groups, one matched for mental age and sex and the other for sex and IQ. The results revealed few differences in the home literacy experiences of the three groups. The children of all three groups had access to a variety of printed materials, and there were no differences in the parents' reading habits or in their values and high priority given to literacy. The disabled children took a passive role in story reading with little linguistic interaction, and the parents took the active part. The results indicated that home literacy experiences in the groups studied at best had a marginal influence on reading development. Individual differences in speech and language abilities were proposed to have higher explanatory value of the low literacy skills found among nonvocal children. 相似文献
6.
Christopher Michael Whitsel Kate Lapham 《International Journal of Early Years Education》2014,22(1):105-116
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours. 相似文献
7.
Jo Weinberger 《Journal of Research in Reading》1996,19(1):14-24
Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development. 相似文献
8.
Eve Gregory 《Literacy》2004,38(2):97-105
The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London. 相似文献
9.
栗波 《宁波广播电视大学学报》2010,8(4):73-76
本研究是质性分析和量化数据相结合,结果显示家庭媒介素养整体发展现状处于中等偏下水平,发展现状令人担忧。家长的媒介素养能力明显跟不上社会发展的脚步。家长在媒介管理、媒介获取与媒介应用三方面都显著偏弱。家长的受教育水平与其媒介素养显著正相关,社会对家庭媒介素养能力的整体培养没有给予足够的重视。营建良好家庭媒介氛围,鼓励提高家长自身媒介素养,通过亲子共识、共视、共享媒介,培养家庭成员具有健康的媒介批判能力,使其能够充分利用媒介资源自我完善,参与社会共同发展。 相似文献
10.
This paper presents an account of the literacy activities engaged in by the parents of 29 children around the time that the children were about to start school at Key Stage 1. Fifteen of the children were reading fluently before they began school and the remaining fourteen were matched for age, sex, receptive vocabulary scores, pre‐school group attended and socio‐economic family status, but not reading fluently. In order to ascertain that the fluent readers were not simply coming from homes where literacy activities were more in evidence, parents were asked to report on their own literacy activities. The data obtained indicated that there were no systematic differences in the activities of the two sets of parents. They also showed that there was a considerable amount of literacy activity evident in the homes. It is argued that, whilst the home environment is highly instrumental in nurturing literacy development, it is not enough to account for precocious reading ability. 相似文献
11.
Esther Prins 《Learning, Media and Technology》2017,42(3):308-323
Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n?=?3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide access to technology knowledge and skills; affirm parents’ diverse knowledge, languages, life experiences, and identities; and equip participants to design and disseminate their digital stories. The study highlights possibilities for using multimodal composition in family learning and adult education. 相似文献
12.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated. 相似文献
13.
JD Carpentieri 《European Journal of Education》2013,48(4):543-556
As literacy grows in importance, policymakers’ demands for programme quality grow, too. Evidence on the effectiveness of adult and family literacy programmes is limited at best: research gaps abound, and programme evaluations are more often than not based on flawed theories of programme impact. In the absence of robust evidence on the full range of short- and long-term programme impacts, it is difficult to accurately measure intervention effectiveness. Too frequently, researchers and policymakers focus only on short-term, easily measured outcomes, creating a ‘tyranny of effect size’ that may systematically underestimate impact while simultaneously distorting practice. However, the answer does not lie in turning away from quantitative research. Doing so will consign adult and family literacy to the margins of public policy, when they should be in the mainstream. Longitudinal research from Turkey and the US suggests a need for revised, more subtle theories of how adult literacy and family literacy programmes work, and the diverse ways they benefit participants. By working together more closely and intelligently, researchers, policymakers and practitioners can develop evaluation strategies that more accurately measure programme effects. The key is combining methodological rigour with fully fleshed out theories of literacy development and programme impact. 相似文献
14.
Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital
Leslie Reese Rebeca Mejía Arauz Antonio Ray Bazán 《International journal of qualitative studies in education》2013,26(8):983-1003
This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working-class and a middle-class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working-class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(1):3-5
When schools work together with families to support learning, children are inclined to succeed not only in school but throughout life as well. Three decades of research show that parental participation in schooling improves student learning. Title I, as amended by the Improving America's Schools Act (Public Law 103-382), reflects these research findings and emphasizes the importance of family involvement as a means to help address more completely the full range of student needs that affect their learning. Although parental involvement can take many forms, in this article I focus specifically on family literacy services. The Title I statute requires any Title I program to include "strategies to increase parental involvement, such as family literacy services." In addition, any school district with a Title I allocation above $500,000 must spend at least 1% of its allocation for district- and school-level parental involvement activities, which can include family literacy activities. Title I also recognizes that schools and patents share responsibility for the education of children. Therefore, each Title I school is to develop school-parent compacts that outline how parents, the entire school staff, and students will share responsibility for improved student achievement and the means by which schools and parents will work together to help children achieve high state standards. School-parent compacts area logical tool for addressing family literacy needs. Equally important, Title I has a history of parental involvement that literacy can help enrich further. 相似文献
16.
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献
17.
18.
Jamie Zibulsky Christine Casbar Tamar Blanchard Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development. 相似文献
19.
Factors related to parent ratings of young children’s (mean age = 3.72, range = 3–6) fidgeting and reports of attention-deficit hyperactivity disorder (ADHD) were examined in a nationally representative sample of US families via the National Household Education Surveys. In structural equation models, the number of television hours viewed daily was associated with more fidgeting (a sign of hyperactivity), which, in turn, was related to ADHD, when controlling for race/ethnicity, SES, family structure, autism, emotional disturbance and gender. The home literacy environment (shared reading, children’s books and library visits) was negatively associated with both fidgeting and hours of television. Home literacy was indirectly negatively related with ADHD via fidgeting. Boys and children with autism fidgeted more frequently, where as children from two-parent families were less likely to have ADHD. Overworked parents allowed more television viewing than other parents. The implications for future studies involving television viewing, home literacy, attention and hyperactivity are discussed. 相似文献
20.
“女本柔弱,为母则刚”,一个家庭之中,母亲扮演着极其重要的角色,是家庭柔情的港湾,是家庭爱的支柱,孩子对于母亲有着一种更为天然的依赖。文章从母亲与家风传承的关系入手,围绕核心素养的培养,探讨母亲通过做好家风传承帮助孩子提升核心素养的有效途径。 相似文献