Promising Effects of an Intervention: Young Children's Literacy Gains and Changes in Their Home Literacy Activities from a Bilingual Family Literacy Program in Canada

Autor/inn/en	Zhang, Jing; Pelletier, Janette; Doyle, Antoinette
Titel	Promising Effects of an Intervention: Young Children's Literacy Gains and Changes in Their Home Literacy Activities from a Bilingual Family Literacy Program in Canada
Quelle	In: Frontiers of Education in China, 5 (2010) 3, S.409-429 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-010-0108-9
Schlagwörter	Intervention; Mothers; Foreign Countries; Family Literacy; Emergent Literacy; Bilingualism; English (Second Language); Chinese; Program Effectiveness; Educational Attainment; Parent Influence; Expressive Language; Vocabulary Development; Socioeconomic Influences; Canada + Suchen Sie Ihr Suchwort? Mother; Mutter; Ausland; Frühleseunterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Bildungsabschluss; Bildungsgut; Wortschatzarbeit; Sozioökonomischer Faktor; Kanada
Abstract	The goal of this paper was to examine promising effects of a bilingual family literacy program: to track the changes of families' literacy activities through a bilingual family literacy intervention, and to examine the children literacy gains in both Chinese and English across socioeconomic sub-groups. The intervention was an eight-week, two hours per week, literacy program in three Chinese communities in Toronto. Parents, with their children, participated in the program. The extremely high attendance rate provided evidence that families enjoyed the family literacy intervention and felt that the sessions were worthwhile. For their families' literacy activities, the three sites followed the same trend: reaching the peak of activity at week four, slightly dropping down at weeks five and six, and then increasing to a second peak at week seven or week eight. Results also showed that across the three groups, children of mothers with lower education levels made fewer gains in their English expressive vocabularies and their Chinese expressive vocabularies, than children whose mothers had a higher level of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10