Early Literacy in Arabic: The Role of SES, Home Literacy Environment, Mothers' Early Literacy Beliefs and Estimation of Their Children's Literacy Skills

Autor/inn/en	Hassunah-Arafat, Safieh Muhamad; Aram, Dorit; Korat, Ofra
Titel	Early Literacy in Arabic: The Role of SES, Home Literacy Environment, Mothers' Early Literacy Beliefs and Estimation of Their Children's Literacy Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 10, S.2603-2625 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aram, Dorit) ORCID (Korat, Ofra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10158-1
Schlagwörter	Emergent Literacy; Semitic Languages; Socioeconomic Status; Family Environment; Preschool Children; Mothers; Parent Attitudes; Reading Skills; Writing Skills; Phonological Awareness; Knowledge Level; Correlation; Alphabets; Skill Development; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Frühleseunterricht; Arabisch; Hebräisch; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Elternverhalten; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Wissensbasis; Korrelation; Buchstabenschrift; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland
Abstract	The study focuses on the beliefs of Arabic-speaking mothers in Israel relating to early literacy, and the relations between their beliefs and their children's actual early literacy skills. Participants included 113 mothers and their 5-6-year-old preschool children. At the families' homes, mothers reported about the richness of the home literacy environment (HLE), their general beliefs relating to the importance of the literacy environment and their specific estimations of their child's letter knowledge, phonological awareness, word writing and reading. In preschools, we assessed children's letter knowledge, phonological awareness, word writing and reading. Results showed that mothers were aware of their children's early literacy skills yet they over-estimated them. In a series of hierarchical regression analyses, we found that family socio-economic status (SES) significantly explained all of the children's early literacy skills. Beyond SES, richness of the HLE contributed to most of the assessed literacy skills. Mothers' general beliefs regarding the importance of the HLE and their estimation of their child's literacy skills explained children's skills beyond SES and HLE. The study has educational implications relating to the promotion of children's early literacy skills in Arabic within the family. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01