Prescriptions to Read: Early Literacy Promotion outside the Classroom

Autor/in	Billings, Elsa S.
Titel	Prescriptions to Read: Early Literacy Promotion outside the Classroom
Quelle	In: Literacy Teaching and Learning, 13 (2009) 1-2, S.81-101 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Program Effectiveness; Emergent Literacy; Clinics; Low Income Groups; Minority Groups; Hispanic Americans; Parent Attitudes; Reading Motivation; Medical Education; Pediatrics; Childrens Literature; Books; Intervention; Cultural Influences; Immigrants; Interviews; Spanish Speaking; Mothers; Educational Attainment; Parent Influence; Reading Skills + Suchen Sie Ihr Suchwort? Frühleseunterricht; Ethnische Minderheit; Hispanic; Hispanoamerikaner; Elternverhalten; Lesemotivation; Medizinische Ausbildung; Klinische Sozialpädiatrie; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Mother; Mutter; Bildungsabschluss; Bildungsgut; Reading skill; Lesefertigkeit
Abstract	This descriptive study examined the impact that an early literacy promotion program, Reach Out and Read (ROR), had on the literacy beliefs, frequency, and quality of literacy activities among low-income, multiracial families, particularly the Latino community. The study also explored parents' perceptions of ROR and its impact on them, their children, and their families. ROR is a pediatric-based early literacy promotion program. This study focused on one ROR program in which pediatricians-in-training provided free books and literacy advice to parents through "prescriptions to read" with their child at least 10 minutes every day. Participants included 22 parents attending an ROR clinic and 15 parents attending a non-ROR clinic. Results were mixed, showing ROR had a positive impact on the children and families it serves by increasing access to books. Yet, results equally show that this positive impact is not as significant or as broad as it might be, demonstrating room for improvement. Factors such as the role of linguistic and cultural capital in the development of early literacy programs that serve ethnically and linguistically diverse families are discussed. In addition, the study raises questions around the implications of experts from other fields providing literacy guidance and advice to parents. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10