Literaturnachweis - Detailanzeige
| Autor/inn/en | Dowd, Amy Jo; Pisani, Lauren |
|---|---|
| Titel | Two Wheels are Better than One: The Importance of Capturing the Home Literacy Environment in Large-Scale Assessments of Reading |
| Quelle | In: Research in Comparative and International Education, 8 (2013) 3, S.359-372 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1745-4999 |
| DOI | 10.2304/rcie.2013.8.3.359 |
| Schlagwörter | International Programs; Measurement; Reading Tests; Literacy; Family Environment; Reading Materials; Reading Habits; Reading Skills; Skill Development; Opportunities; Elementary School Students; Intervention; Reading Programs; Foreign Countries; Bangladesh; Ethiopia; Guatemala; Malawi; Mali; Mozambique; Nepal; Pakistan; Philippines; Uganda; Vietnam; Yemen; Zimbabwe; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study |
| Abstract | Children's reading skill development is influenced by availability of reading materials, reading habits and opportunity to read. Save the Children's Literacy Boost data have replicated this finding across numerous developing contexts. Meanwhile international large-scale reading assessments do not capture detail on current home literacy. The consistent positive association of reading skills with home-based materials and reading habits and the negative association with chores suggest that in developing contexts, opportunity to read outside the classroom is as important to development of reading skills as opportunity to learn these skills inside the classroom. Without data on home literacy environment, calls for action center only on schools and policies, and thus incompletely address learning and equity. Results of Literacy Boost program evaluations find that participants with reading opportunities outside of schools learned more than non-participating peers. Children from homes without books, without readers and without reading opportunities, as well as struggling girls benefited more from provision of opportunities to read outside the school than did more advantaged peers. With the same teachers, reading instruction quality and limited class time, an enhanced home/community literacy environment generated greater learning. Including indicators of home literacy environment alongside skill assessments, whether large scale or small, can best inform effective support for learning and equity. (As Provided). |
| Anmerkungen | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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