Literaturnachweis - Detailanzeige
| Autor/inn/en | Larrotta, Clarena; Ramirez, Ysabel |
|---|---|
| Titel | Literacy Benefits for Latina/o Parents Engaged in a Spanish Literacy Project |
| Quelle | In: Journal of Adolescent & Adult Literacy, 52 (2009) 7, S.621-630 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1598/JAAL.52.7.7 |
| Schlagwörter | Reading Comprehension; Literacy Education; Mothers; Reading Strategies; Inferences; Spanish Speaking; Reading Instruction; Hispanic Americans; Qualitative Research; Elementary School Students; Learning Experience; Writing (Composition); Program Descriptions |
| Abstract | This qualitative study reports on a Latina/o parent literacy project teaching literacy lessons in Spanish to Latina mothers and their children enrolled at a public elementary school. The participating mothers study and practice reading strategies to later put them into practice with their children. Data sources include: Parents' reflective journals, interviews, surveys, researchers' logs, and field notes. Study findings indicate that different types of transactions, negotiation, and dialogue take place between parent and child when they read together. The parent uses specific reading comprehension strategies and uses his/her cultural and background knowledge to enhance the child's literacy experience. Parental engagement requires reflection on one's learning experiences in writing. Data are presented through four themes: Literacy transactions, Parents as learners, Parents as experts, and Literacy gains. Findings from this study indicate that Spanish speaking parents with low literacy skills benefit from engaging in Spanish literacy activities with their children. (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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