Maternal Literacy Practices and Toddlers' Emergent Literacy Skills

Autor/in	Edwards, Claire Maples
Titel	Maternal Literacy Practices and Toddlers' Emergent Literacy Skills
Quelle	In: Journal of Early Childhood Literacy, 14 (2014) 1, S.53-79 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798412451590
Schlagwörter	Mothers; Reading Habits; Literacy; Reading Aloud to Others; Toddlers; Emergent Literacy; Phonological Awareness; Written Language; Observation; Family Environment; Questionnaires; Parent Child Relationship; Parent Influence; Educational Attainment; Grammar; Morphemes; Vocabulary Development; Check Lists; Childrens Literature; Coding; Statistical Analysis; Interviews; Mixed Methods Research; Tennessee; Preschool Language Scale + Suchen Sie Ihr Suchwort? Mother; Mutter; Reading habit; Lesegewohnheit; Alphabetisierung; Schreib- und Lesefähigkeit; Infant; Infants; Toddler; Kleinkind; Frühleseunterricht; Geschriebene Sprache; Beobachtung; Familienmilieu; Fragebogen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bildungsabschluss; Bildungsgut; Grammatik; Morphem; Wortschatzarbeit; Checkliste; 'Children''s literature'; Kinderliteratur; Codierung; Programmierung; Statistische Analyse; Interviewing; Interviewtechnik
Abstract	Maternal emergent literacy practices during shared-reading interactions with 18-36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother-toddler dyads from middle to upper socio-economic status (SES) backgrounds. The main data collection measures included: (1) home literacy environment observation; (2) shared reading observations; and (3) parent questionnaire. Data were coded and organized into emergent literacy domains, phonological awareness and written language awareness. The results indicate that these mothers engaged in several emergent literacy behaviours with their toddlers during shared-reading interactions. Some of these behaviours were also exhibited by their children. The behaviours observed in mothers and toddlers were related to the written language awareness domain. These and other findings are discussed in relation to their theoretical foundations (e.g. Purcell-Gates, 2001) and implications for early intervention practices and programme development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10