From Reminiscing to Reading: Home Contributions to Children's Developing Language and Literacy in Low-Income Families

Autor/inn/en	Sparks, Alison; Reese, Elaine
Titel	From Reminiscing to Reading: Home Contributions to Children's Developing Language and Literacy in Low-Income Families
Quelle	In: First Language, 33 (2013) 1, S.89-109 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723711433583
Schlagwörter	Family Environment; Mothers; Story Reading; Parent Child Relationship; Emergent Literacy; Teaching Methods; Semantics; Preschool Children; Low Income; Correlation; Coding; Statistical Analysis; Intelligence Tests; Verbal Ability; Vocabulary; Questionnaires; Interviews; Achievement Tests; Regression (Statistics); Massachusetts; Peabody Picture Vocabulary Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Familienmilieu; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Korrelation; Codierung; Programmierung; Statistische Analyse; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Fragebogen; Interviewing; Interviewtechnik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Regression; Regressionsanalyse; Master-Studiengang
Abstract	In this study, the relations among a range of literacy-related home practices and children's acquisition of language and literacy at the outset of preschool are examined in a sample of linguistically diverse children from low-income families in the United States. Specifically, the study focuses on sources of variation found in mother-child conversations while reminiscing and book sharing, in frequency of book reading, in parent use of strategies to teach print skills, and in the child's interest in shared book reading. Mothers' elaborative forms of talk during reminiscing about behavior-related events were linked to children's semantic and print knowledge. Child interest in storybook reading was related to their emerging literacy skills but not to language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01