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1.
Early literacy and home visiting during the reception year: supporting ‘difficult to reach’ families
Anthony Feiler 《欧洲特需教育杂志》2013,28(2):251-261
Intervening early when young children experience difficulties with literacy has been highlighted strongly in recent international research, particularly for children from families who live in areas marked by poverty. This study, based in two schools, was designed to support four children judged to be most at risk of struggling with literacy through the provision of weekly home visits (and some extra support in class) during their first year at school. The evidence that the children benefited from this form of intervention is discussed, and it is suggested that the home visiting intervention framework adopted in this study is useful for helping ‘difficult to reach’ families. 相似文献
2.
Frances A. Campbell Barbara H. Wasik Elizabeth Pungello Margaret Burchinal Oscar Barbarin Kirsten Kainz Joseph J. Sparling Craig T. Ramey 《Early childhood research quarterly》2008
Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families. 相似文献
3.
This article presents the findings of the Birth to School Study (BTSS) a longitudinal evaluation of the Peers Early Education Partnership (PEEP); a family‐focused intervention aimed at promoting early literacy, numeracy and self‐esteem in a community at risk of educational underachievement. The main aim of the study was to investigate the effects of PEEP on the children and families from the community it served. Embedded within this aim were dual objectives: to determine if the intervention had an effect within the community as a whole, and simultaneously to determine whether it had an effect on the sub‐group of families who participated in the PEEP weekly sessions. Outcomes in favour of the intervention were found for parents and for children's progress in language and early literacy skills, both at community and sub‐group level. The study is located within a discussion of social exclusion, the potentially mediating influence of education and the accessibility of literacy skills to intervention and change. 相似文献
4.
《Africa Education Review》2013,10(1):67-87
ABSTRACTChildren from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated. 相似文献
5.
Lora Battle Bailey 《Early Childhood Education Journal》2014,42(6):389-396
Although a plethora of research focuses on economically at-risk preschool children in general across the United States, little can be found that investigates methods for improving rural children’s academic outcomes. This review of research is intended to provide a contextual understanding of the background and current conditions that exist for rural preschool children and their families in America, and to recommend strategies for improving adverse cognition and learning conditions, including a lack of early literacy skills, and low high school completion rates that frequently are found in this population, utilizing the Common Core State Standards (CCSS) as a framework. Attention will be given to demographics, academic performance and scientifically-based practices proven to impact both teaching and learning for rural preschool children, particularly those from minority households, incorporating the newly developed CCSS. A comparison will be made between rural white and African American children’s learning and cognition, highlighting significant disparities for African American students, despite the fact that they make up less than 10 % of all rural preschool children. For the scope of this study, rural communities will be defined as those with varying qualities situated outside of metropolitan areas. Results from this study reveal the conditions for rural preschool children, especially those from African American families with low-income levels. Findings indicate that providing training for teachers, administrators and families linked to rural schools; and infusing CCSS into the rural preschool curricula significantly improves school readiness, and decreases dropout rates. 相似文献
6.
《Early education and development》2013,24(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
7.
Elizabeth Hair Tamara Halle Elizabeth Terry-Humen Bridget Lavelle Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths. 相似文献
8.
Janice Porterfield Stewart 《Early education and development》1995,6(2):97-125
This study examined literacy in home environments and how children perceive literate events that occur in their families. Four children were selected from a larger study of 129 children. Two children (one African American and one biracial) were from a low income urban community. The other two were Caucasian and from a small farm community. Ninety-six hours of observations over eight weeks during the summer of the kindergarten school year were conducted. Data collected included field notes, tape recordings, parent questionnaires, awareness interviews and school achievement measures. Domains were identified and analyzed for literacy support in the home, The analysis indicated three major findings: 1) all the parents provided support for literacy but there were differences in the way literacy was constructed, 2) the differences in the children's awareness responses describing how they were learning to read at home reflected their home literacy experiences, 3) the home literacy environments of the four children who were from low income families were conducive to literacy development and school success. 相似文献
9.
It is a common assumption that economically disadvantaged and ethnic‐minority families are unlikely to share similar educational aims, beliefs and values to those of teachers. Such families are assumed to participate in very different home literacy practices from those of the school and children’s early reading difficulties have been attributed to such cultural differences. However, such dissonance is not always found. This paper explores the reciprocity of beliefs and literacy practices between two schools and their respective communities in London’s East End. The literacy practices, both in school and out of school, of Bangladeshi British and Anglo‐British primary school children were monitored and play activities between siblings recorded and analysed. The results showed older siblings reflecting the values of both community and school as they blended practices from each domain in their play with their younger brothers and sisters. 相似文献
10.
Philip J. Schluter Richard Audas Jesse Kokaua Brigid McNeill Barry Taylor Barry Milne Gail Gillon 《Child development》2020,91(1):e59-e76
Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) children received an intervention. Time-to-event analysis revealed that all considered variables were significantly related to literacy intervention (all p < .01), but the full model lacked reasonable predictive power for population screening purposes (Harrell's c-statistic = .624; 95% CI [.618, .629]). Including more direct literacy measures in the national screening program is likely needed for improvement. 相似文献
11.
Brotman LM Calzada E Huang KY Kingston S Dawson-McClure S Kamboukos D Rosenfelt A Schwab A Petkova E 《Child development》2011,82(1):258-276
This study examines the efficacy of ParentCorps among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. ParentCorps includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health professionals. ParentCorps resulted in significant benefits on effective parenting practices and teacher ratings of child behavior problems in school. Intervention effects were of similar magnitude for families at different levels of risk and for Black and Latino families. The number of sessions attended was related to improvements in parenting. Study findings support investment in and further study of school-based family interventions for children from underserved, urban communities. 相似文献
12.
Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003. 相似文献
13.
14.
Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
15.
Deborah Russell Carter David J. Chard Juli Lull Pool 《Early Childhood Education Journal》2009,36(6):519-526
Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully
with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development,
however, more than one-third of children in the United States enter school with significant differences in language, early
literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties.
The quantity and quality of language interactions children have with their parents and exposure to print in their home environment
prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines
and tools for helping families identify and create language and literacy opportunities in their home environment that reflect
their unique strengths and routines. 相似文献
16.
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn 总被引：1，自引：0，他引：1
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live. 相似文献
17.
School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself. 相似文献
18.
《Parenting, science and practice》2013,13(1):79-113
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills. 相似文献
19.
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
20.
The At Risk Parent Child Program is a multidisciplinary network agency designed for the secondary prevention of poor parenting and the extremes of child abuse and neglect. This model system of service delivery emphasizes (1) the coordination of existing community resources to access a target population of families at risk of parenting problems, (2) the provision of multiple special services in a neutral location (ambulatory pediatric clinic), and (3) the importance of intensive individual contact with a clinical professional who serves as primary therapist, social advocate and service coordinator for client families. Identification and assessment of families is best done during prenatal and perinatal periods. Both formal and informal procedures for screening for risk factors are described, and a simple set of at risk criteria for use by hospital nursing staff is provided. Preventive intervention strategies include special medical, psychological, social and developmental services, offered in an inpatient; outpatient, or in-home setting. Matching family needs to modality and setting of treatment is a major program concern. All direct services to at risk families are supplied by professionals employed within existing local agencies (hospital, public health department, state guidance center, and medical school pediatric clinic). Multiple agency involvement allows a broad-based screening capacity which allows thousands of families routine access to program services. The administrative center of the network stands as an independent, community-funded core which coordinates and monitors direct clinical services, and provides local political advocacy for families at risk of parenting problems. 相似文献