scholarly journals “So we would all help pitch in:” The family literacy practices of low-income African American mothers of preschoolers

2015 ◽  
Vol 57 ◽  
pp. 81-93 ◽  
Author(s):  
Robin L. Jarrett ◽  
Megan-Brette Hamilton ◽  
Sarai Coba-Rodriguez
Keyword(s):  
African American ◽  
Low Income ◽  
Family Literacy ◽  
Literacy Practices ◽  
African American Mothers ◽  
The Family ◽  
Family Literacy Practices

Family literacy in a low-income urban community in the Philippines

2018 ◽  
Vol 20 (2) ◽  
pp. 327-355
Author(s):  
Rosarito Tatel-Suatengco ◽  
Jennifer S Florida
Keyword(s):  
Low Income ◽  
Family Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Environmental Influence ◽  
Family Values ◽  
The Philippines ◽  
The Family ◽  
Family Literacy Practices ◽  
At Home

The growth of literacy in the Philippines is attributed to the formalization of the education system. Learning experiences from formal schooling and the home environmental influence, complement and reinforce the role of the teacher and the parent in promoting literacy. Home literacy practices which are centred on parent-child interaction can promote literacy through the sharing of information. This study examines home practices that are directly or indirectly associated with or promote family literacy. Narratives and stories of participant families about their literacy practices were gathered through naturalistic life-story interviews, observation and participation in selected outside activities. Themes were drawn from the data collected, wherein interpretative phenomenological analysis was applied in the analysis. Four themes were identified which focus on language; home strength and activities; faith, values and aspirations; and home and school connection. Languages used at home by the family serve as a springboard for family literacy, which also supports classroom instructions. Household chores and other home activities are used as a support to learn literacy concepts taught in school, such as science concepts, survival skills, hygiene and childcare. Family literacy practices are anchored in family values and aspirations that enable each family to pursue and sustain their literacy practices. Storytelling and reading are practised at home, which provides opportunities for teaching and learning among family members. Each family in this study found ways to maximize their limited resources to support the literacy of their children for better education. The findings suggest that the economic condition of the family is not a deterrent to family literacy practices. Family literacy practices depend upon the unique dynamics of each family, which are influenced by the languages used at home, household activities, family values and aspirations. Literacy practices are also related to teaching and learning activities at school.

Exploring Cumulative Risk and Family Literacy Practices in Low-Income Latino Families

2013 ◽  
Vol 25 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Jennifer Marcella ◽  
Carollee Howes ◽  
Allison Sidle Fuligni
Keyword(s):  
Low Income ◽  
Family Literacy ◽  
Literacy Practices ◽  
Cumulative Risk ◽  
Latino Families ◽  
Family Literacy Practices

scholarly journals Family literacy in preschoolers’ linguistic and metalinguistic skill development

Revista CEFAC ◽  
2021 ◽  
Vol 23 (4) ◽  
Author(s):  
Monica Teixeira Borges ◽  
Cíntia Alves Salgado Azoni
Keyword(s):  
Public School ◽  
Educational Level ◽  
Family Literacy ◽  
Literacy Practices ◽  
Kindergarten Students ◽  
Significance Level ◽  
Northeast Region ◽  
The Family ◽  
Inferential Analysis ◽  
Family Literacy Practices

ABSTRACT Purpose: to verify family literacy practices with preschoolers from a public school in a municipality of the Northeast Region of Brazil. Methods: 21 parents/guardians of pre-kindergarten and kindergarten students from a public school participated in this study. A questionnaire with 18 items on the parents’/guardians’ participation in family literacy practices was develop for this research. The resulting data underwent descriptive and inferential analysis, with the significance level set at 5%. Results: the preschoolers’ mean age was 69 months, and that of the parents/guardians who answered the questionnaire was 31 years. The educational level of most parents/guardians was either high school or unfinished middle school. A significant, positive relationship, between the parents’/guardians’ educational level and the following questionnaire items was seen: paying attention to the children when they spoke, calling their attention to the sound of letters and words, and teaching/encouraging them to write their names. Conclusion: family literacy practices are not commonly developed in the culture of the Northeast Region of Brazil, and when so, most of them are similar to activities taught at school. There was also a weak correlation between the parents’/guardians’ educational level and the family literacy practices.

scholarly journals Improving Family Literacy Practices

SAGE Open ◽  
2016 ◽  
Vol 6 (3) ◽  
pp. 215824401666997 ◽  
Author(s):  
Ann Harvey
Keyword(s):  
Family Literacy ◽  
Literacy Practices ◽  
Family Literacy Practices

Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes

2020 ◽  
Vol 52 (2) ◽  
pp. 180-208
Author(s):  
Amanda K. Kibler ◽  
Judy Paulick ◽  
Natalia Palacios ◽  
Tatiana Hill
Keyword(s):  
Family Literacy ◽  
Literacy Practices ◽  
Shared Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Practices ◽  
Major Focus ◽  
Context Sensitive ◽  
Family Literacy Practices ◽  
Older Siblings

Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidirectional language socialization practices and occurred across languages, and older family members contributed both expertise and restrictive conceptions of reading. This work suggests the importance of (a) acknowledging the major focus on decoding during shared reading in families, and reconceptualizing that work as complex and nuanced, particularly across languages and cultures, and (b) considering siblings as cultural and linguistic mediators in family literacy practices.

ONLINE SUPPORT FOR SINGLE, LOW-INCOME, AFRICAN AMERICAN MOTHERS

2009 ◽  
Vol 34 (6) ◽  
pp. 350-355 ◽  
Author(s):  
Diane Brage Hudson ◽  
Christie Campbell-Grossman ◽  
Rebecca Keating-Lefler ◽  
Sydnie Carraher ◽  
Jennifer Gehle ◽  
...  
Keyword(s):  
African American ◽  
Low Income ◽  
Online Support ◽  
African American Mothers
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