Effects of Extending Disadvantaged Families' Teaching of Emergent Literacy

Autor/inn/en	Hannon, Peter; Nutbrown, Cathy; Morgan, Anne
Titel	Effects of Extending Disadvantaged Families' Teaching of Emergent Literacy
Quelle	In: Research Papers in Education, 35 (2020) 3, S.310-336 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannon, Peter) ORCID (Nutbrown, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1568531
Schlagwörter	Disadvantaged; Emergent Literacy; Preschool Children; Intervention; Program Effectiveness; Facilitators (Individuals); Home Visits; Mothers; Educational Attainment; Early Childhood Teachers; Parent Teacher Cooperation; Intelligence Tests; Verbal Ability; Vocabulary; Foreign Countries; Preschools; Educational Cooperation; Family Involvement; United Kingdom (Sheffield); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hausbesuch; Mother; Mutter; Bildungsabschluss; Bildungsgut; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Ausland; Education; cooperation; Kooperation
Abstract	Intervention to raise the literacy achievement of disadvantaged groups in society has focused on preschool literacy development because it is predictive of later educational achievement and because research has shown that key strands of literacy emerge very early in childhood. Intervention programmes to promote emergent literacy are likely to be more effective if they involve families rather than children alone but meta-analyses reveal effect sizes for family-based programmes are variable and generally lower for disadvantaged families. This article suggests reasons for limited effectiveness and reports a study of a preschool intervention programme that used a particular conceptual framework, and approach, in working with families to extend their facilitative (rather than instructional) teaching of several strands of emergent literacy. Disadvantaged families with three-year-olds were invited to join a long-duration, low-intensity programme before school entry. Home visiting was a core component of the programme, alongside community based and centre-based activities, supplemented by other means of communication. A randomised controlled trial, involving 176 families, was used to investigate effects on children's literacy at the end of the programme and two years later. The intervention was found to be effective; effects persisted at follow up for children of mothers with low educational levels. Practice, policy and future research implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01