scholarly journals Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen

2021 ◽  
Vol 2021 (3) ◽  
pp. 282-301
Author(s):  
Sabrina Bonanati ◽  
Nicole Gruchel ◽  
Ricarda Kurock ◽  
Heike M. Buhl
Keyword(s):  
Family Literacy ◽  
Literacy Programme

Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene Arten der Anschlusskommunikation beim gemeinsamen Lesen.

The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading

2016 ◽  
Vol 188 (8) ◽  
pp. 1076-1092 ◽  
Author(s):  
Sanneke de la Rie ◽  
Roel C. M. van Steensel ◽  
Amos J. S. van Gelderen ◽  
Sabine Severiens
Keyword(s):  
Family Literacy ◽  
Shared Reading ◽  
Literacy Programme ◽  
Parent Child Interactions ◽  
Parent Child

Reading identities across language contexts: The role of language of text and talk for multilingual learners

2020 ◽  
pp. 146879842098175
Author(s):  
Christopher J Wagner
Keyword(s):  
Family Literacy ◽  
English Language ◽  
Language Use ◽  
Early Reading ◽  
Literacy Programme ◽  
Children's Reading ◽  
The Impact ◽  
Chinese And English ◽  
Children’S Reading

Reading identities are the ways that a child constructs the self as a reader across contexts and time. This study examines the impact of language contexts on the reading identities of multilingual children. Participants were ten prekindergarten children participating in a Chinese-English family literacy programme with a parent or grandparent. Participants read Chinese and English language books across English, Chinese and multilingual contexts. Children’s reading identities were examined across language contexts to explore the interplay between language contexts and reading identities. Findings describe convergences and differences in reading identities across contexts for Chinese, English and multilingual language use and Chinese and English texts, and provide insights into the ways that different language contexts for reading affect multilingual children’s early reading identities. Multilingual contexts appear to provide key spaces for the development of reading identities, and English and Chinese contexts contribute to unique aspects of children’s reading identities.

Culturally appropriate pedagogy in a bilingual family literacy programme

Literacy ◽  
2014 ◽  
Vol 48 (2) ◽  
pp. 72-79 ◽  
Author(s):  
Nicola Friedrich ◽  
Jim Anderson ◽  
Fiona Morrison
Keyword(s):  
Family Literacy ◽  
Culturally Appropriate ◽  
Literacy Programme

parents’ experiences of a family literacy programme

2006 ◽  
Vol 4 (1) ◽  
pp. 19-44 ◽  
Author(s):  
Peter Hannon ◽  
Anne Morgan ◽  
Cathy Nutbrown
Keyword(s):  
Family Literacy ◽  
Literacy Programme ◽  
Parents Experiences
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