How parental factors influence children’s literacy development: Inequity in education

2021 ◽  
pp. 1-16
Author(s):  
Cheyeon Ha
Keyword(s):  
Literacy Development ◽  
Parental Factors ◽  
Children's Literacy

scholarly journals Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats

2007 ◽  
Vol 54 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Ingrid Willenberg
Keyword(s):  
Emergent Literacy ◽  
South African ◽  
Literacy Development ◽  
Assessment Tool ◽  
Developed Countries ◽  
The United States ◽  
Literacy Skills ◽  
Assessment Protocol ◽  
Emergent Literacy Skills ◽  
Children's Literacy

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

scholarly journals Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

2017 ◽  
Vol 33 (2) ◽  
pp. 235-250 ◽  
Author(s):  
Riitta Sikiö ◽  
Martti Siekkinen ◽  
Leena Holopainen ◽  
Gintautas Silinskas ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Parenting Styles ◽  
Literacy Development ◽  
Language Minority ◽  
Maternal Parenting ◽  
Children's Literacy

Mothers’ Perceptions of their Young Children's Literacy Development

1995 ◽  
Vol 20 (1) ◽  
pp. 7-11 ◽  
Author(s):  
Gillian Potter
Keyword(s):  
Literacy Development ◽  
Reading And Writing ◽  
Children's Literacy

There has been increasing interest shown by researchers in those children who attain an obvious understanding of reading and writing before attending school. It has been indicated that those children are not necessarily otherwise precocious (Smith, F. 1984; Harste, J., Burke, C., Woodward, V. 1984). Talking with mothers about their perceptions of their preschoolers’ literacy development, revealed how sensitive they are and how perceptive in their observations of what their children are doing. Following, is a report on research carried out to investigate the phenomenon of natural learning of literacy among 50 preschoolers.

What makes partnership valid? Home-school communication and parent-school partnerships

1999 ◽  
Vol 22 (1) ◽  
pp. 43-60
Author(s):  
Anthony J. Liddicoat ◽  
Glenda Shopen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Recent Work ◽  
Literacy Development ◽  
Current Practice ◽  
Home School ◽  
School Partnerships ◽  
School Communication ◽  
School Learning ◽  
Children's Literacy

Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.

scholarly journals Co-production of family literacy projects to enhance early literacy development

2015 ◽  
Vol 10 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Cathy Nutbrown ◽  
Julia Bishop ◽  
Helen Wheeler
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Knowledge Exchange ◽  
Parental Engagement ◽  
Early Years ◽  
Literacy Programme ◽  
Content Type ◽  
Literacy Experiences ◽  
Early Literacy Development ◽  
Children's Literacy

Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

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