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.

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

Alternative Routes Toward Literacy for Individuals With Deafblindness

2020 ◽  
pp. 369-383
Author(s):  
Vassilios Argyropoulos ◽  
Magda Nikolaraizi ◽  
Maria Papazafiri
Keyword(s):  
Assistive Technology ◽  
Literacy Development ◽  
Critical Role ◽  
Literacy Skills ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
Domains Of Life ◽  
Role Of Teachers ◽  
Alternative Routes

The aim of the current chapter is to describe alternative ways that can enhance literacy development for persons with deafblindness. The conventional concept of literacy, which concerns reading and writing, excludes persons with deafblindness from literacy experiences. Therefore, a broadened and more contemporary concept is supported, which incorporates communication. Within this broader concept, assistive technology can play an important role in the development of literacy and therefore facilitate the access of individuals who are deafblind in different domains of life. Furthermore, the paper emphasizes the critical role of teachers and the importance of training that will enable them to exploit assistive technology in order to enhance the literacy skills of persons who are deafblind.

scholarly journals My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

2021 ◽  
Author(s):  
Martha Christianti ◽  
Rahmatul Irfan ◽  
Nur Cholimah ◽  
Fuad Reza Pahlevi
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Android Application ◽  
Language Experience ◽  
Reading And Writing ◽  
Children And Parents ◽  
Language Experience Approach ◽  
Children's Literacy ◽  
Teacher Opinions ◽  
At Home

My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home. Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

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.

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