scholarly journals An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds

2017 ◽  
Vol 2 (3) ◽  
pp. 19-40
Author(s):  
Lilly Steiner ◽  
Christina Cassano
Keyword(s):  
Teacher Collaboration ◽  
Literacy Practices ◽  
First Grade ◽  
Home School ◽  
Home Literacy ◽  
Literacy Intervention ◽  
School Partnerships ◽  
Home Based ◽  
Quasi Experimental ◽  
Children's Literacy

This study examines the results of a family literacy intervention to teach teachers to build on families’ home literacy practices. A quasi-experimental design was used to study effects on: (1) the use of home-based literacy practices at school; (2) teachers’ beliefs about the family's role in children's literacy development; and (4) first-graders’ literacy achievement. The study was conducted in two first-grade classrooms with culturally diverse student populations. In the treatment classroom, the teacher learned practices for building home-school partnerships. This teacher incorporated specific opportunities to involve parents in children’s literacy learning that led to an increase in parent-teacher collaboration. A combination of teacher and parent participation in the intervention resulted in statistically significant differences in students’ scores on the Concepts About Print (CAP) assessment compared to students in the control classroom. This study is small; yet, it provides a timely and relevant model to promote parent involvement, which is particularly important given the renewed emphasis on building effective home-school partnerships.

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 Early Childhood Literacy Skills: The Effect of Socioeconomic Status, Home Literacy Environment, and Social Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3769-3775
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Social Skills ◽  
First Grade ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Literacy Environment ◽  
Early Childhood Literacy ◽  
Children's Literacy

Literacy is an important skill that must be developed by a child for the next level of education, so it must be expected that parents help their children to develop reading habits at an early age. A family has a responsibility to provide rich experiences inside and outside the home that are very important for the development of children's literacy. This study aims to investigate the socio-economic status, home literacy environment, and social skills in early childhood literacy skills. The method used in this study is survey. A number of 120 students from first grade elementary school were recruited as samples. Parents of these children filled out questionnaires in the column of education and income of parents. Home literacy environment consists of literacy fasilities and parents-children activities at home, while social skills are obtained by measuring the ability to improve cooperative relationships, social sensitivity, adaptability, and communication. On the other hand, children's literacy skills are directly assessed by using tests. The research data was collected through questionnaires designed in the form of Likert scale and rating scale. The data is analyzed by using path analysis. The results of the research reveal a significant correlation between the socioeconomic status, home literacy environment, and social skills in literacy. The effect of socioeconomic status, home literacy environment, and social skills give direct positive influence on early childhood literacy skills.

scholarly journals Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cléa Girard ◽  
Thomas Bastelica ◽  
Jessica Léone ◽  
Justine Epinat-Duclos ◽  
Léa Longo ◽  
...  
Keyword(s):  
Literacy Practices ◽  
Brain Activity ◽  
Literacy Skills ◽  
Neural Adaptation ◽  
Home Literacy ◽  
Literacy Experiences ◽  
Word Level ◽  
Left Posterior ◽  
Home Literacy Practices ◽  
Children's Literacy

AbstractPrevious studies indicate that children are exposed to different literacy experiences at home. Although these disparities have been shown to affect children’s literacy skills, it remains unclear whether and how home literacy practices influence brain activity underlying word-level reading. In the present study, we asked parents of French children from various socioeconomic backgrounds (n = 66; 8.46 ± 0.36 years, range 7.52–9.22; 20 girls) to report the frequency of home literacy practices. Neural adaptation to the repetition of printed words was then measured using functional magnetic resonance imaging (fMRI) in a subset of these children (n = 44; 8.49 ± 0.33 years, range 8.02–9.14; 13 girls), thereby assessing how sensitive was the brain to the repeated presentation of these words. We found that more frequent home literacy practices were associated with enhanced word adaptation in the left posterior inferior frontal sulcus (r = 0.32). We also found that the frequency of home literacy practices was associated with children’s vocabulary skill (r = 0.25), which itself influenced the relation between home literacy practices and neural adaptation to words. Finally, none of these effects were observed in a digit adaptation task, highlighting their specificity to word recognition. These findings are consistent with a model positing that home literacy experiences may improve children’s vocabulary skill, which in turn may influence the neural mechanisms supporting word-level reading.

scholarly journals PENERAPAN SASTRA ANAK DALAM PENINGKATAN LITERASI SISWA SD KELAS 1

Perspektif ◽  
2022 ◽  
Vol 1 (3) ◽  
pp. 245-250
Author(s):  
Kartika ◽  
Mas Roro Diah Wahyu Lestari
Keyword(s):  
Data Analysis ◽  
First Grade ◽  
T Test ◽  
School Level ◽  
Conventional Model ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
The Difference ◽  
Children's Literacy ◽  
Data Collection Technique

Abstrak Penelitian ini dilatarbelakangi oleh rendahnya minat baca masyarakat Indonesia terutama pada tingkat sekolah dasar. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan peningkatan literasi siswa antara kelas eksperimen dengan kelas kontrol serta untuk mengetahui seberapa besar perbedaan peningkatan literasinya. Penelitian ini dilakukan di SDN 15 Sungailiat dengan sampel sebanyak 44 siswa kelas 1. Metode yang digunakan adalah kuantitatif dengan model quasi eksperimen. Teknik pengumpulan data yang digunakan adalah tes. Instrumen yang digunakan adalah tes uraian dengan jumlah 20 butir soal Teknik analisis data yang digunakan adalah uji-t. Hasil dari penelitian yaitu terdapat perbedaan peningkatan literasi kelas eksperimen dengan kelas kontrol, dengan signifikansi data p<0,05; dan uji t dari kelas eksperimen dan kelas kontrol memiliki perbedaan sebesar 3.070. Serta kenaikan literasi antara kelas eksperimen yang menggunakan sastra anak dan kelas kontrol yang menggunakan model konvensional terdapat perbedaan sebesar 17,3%. Hasil penelitian ini diharapkan dapat membantu siswa dalam meningkatkan literasi anak. Abstract This research is motivated by the low interest in reading Indonesian people, especially at the elementary school level. This study aims to determine whether there is a difference in the increase in student literacy between the experimental class and the control class and to find out how big the difference in the increase in literacy is. This research was conducted at SDN 15 Sungailiat with a sample of 44 first grade students. The method used was quantitative with a quasi-experimental model. The data collection technique used is a test. The instrument used is a description test with a total of 20 items. The data analysis technique used is the t-test. The results of the study are that there are differences in the increase in literacy between the experimental class and the control class, with a data significance of p<0.05; and the t test of the experimental class and the control class has a difference of 3,070. As well as the increase in literacy between the experimental class using children's literature and the control class using the conventional model, there is a difference of 17.3%. The results of this study are expected to help students in improving children's literacy.

A Qualitative Study of Home-School Literacy Connections Between Korean ELL Families and Their Children's Early Childhood Teachers

2021 ◽  
pp. 238-264
Author(s):  
Jeeyoung Shin ◽  
Radhika Viruru
Keyword(s):  
English Language Learners ◽  
Narrative Analysis ◽  
English Language ◽  
Literacy Practices ◽  
Video Recording ◽  
Home School ◽  
Constructivist Grounded Theory ◽  
Data Generation ◽  
Literacy Resources ◽  
Children's Literacy

The purpose of this research was to provide some opportunities to four Korean families of English-language learners (ELLs) and their children's teachers to share their literacy practices and resources in support of children's literacy development. Their shared support was constructed at three abstract levels: home-school relations, cultural bridges, and literacy resources. A constructivist grounded theory-based approach to data generation was employed, using a wide variety of data collection methods, such as questionnaires, interviews, observations, photography, and video recording. Grounded analysis, content analysis, and narrative analysis were performed on the data. The study found that the families and teachers did their best to support their ELL children within their own experiences and beliefs. In addition, the activity of reading a classroom storybook at home could bridge the isolation and separation between their own practices, improving synergy. Lastly, based on the findings, a home-school connections model was proposed.

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