Connecting Schools and Families: Understanding the Influence of Home Literacy Practices

Autor/inn/en	Curry, Daphney L.; Reeves, Emily; Mcintyre, Christina J.
Titel	Connecting Schools and Families: Understanding the Influence of Home Literacy Practices
Quelle	In: Texas Journal of Literacy Education, 4 (2016) 2, S.69-77 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Family School Relationship; Family Literacy; Qualitative Research; Socioeconomic Status; Mothers; Ethnography; Preschool Children; Interviews; Parent Attitudes; Student Attitudes; Educational Practices; Emergent Literacy; Video Technology; Case Studies; Parent Child Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Ethnografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Elternverhalten; Schülerverhalten; Bildungspraxis; Frühleseunterricht; Case study; Fallstudie; Case Study; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Home literacy practices are extremely important in developing early language and literacy skills. Children from lower socioeconomic status (SES) backgrounds may be at risk, not because their family literacy practices are inferior, but because their culturally defined literacy practices may not be consistent with school literacy expectations. To better understand the influence of family literacy, more research is needed on home literacy practices to maximize the literacy experiences of all children and to strengthen the home and school literacy connections. This qualitative investigation explores the early literacy events practiced by three low SES mothers and their preschoolers. Drawing on traditions of ethnography, mothers and their preschoolers were interviewed and audio recorded during shared reading interactions at home using familiar and unfamiliar picture storybooks. The interviews and shared reading transcripts revealed several practices that promote literacy development in young children; practices on which schools and teachers can build. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01