Sociálne aspekty čitateľskej gramotnosti s akcentom na dieťa zo sociálne znevýhodňujúceho prostredia na Slovensku

Reading literacy as functional literacy, i.e. the ability to understand and use written text, is alarming for students from disadvantaged backgrounds in Slovakia. In relation to children from less favourable backgrounds, the Slovak education system has long been unable to adequately compensate for educational inequalities determined by social origin. The most important stimuli affect children before they enter primary school. The study presents selected research on supporting child readers within the context of the family, based mainly on foreign sources, where this research has a rich tradition. Factors in the so-called home literacy environment, especially reading together or so-called dialogic reading of a parent with a child, as well as the size of the family library, were identified as particularly important. At the end of the paper, the possibilities of socio-pedagogical intervention are outlined.

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Motivación a la lectura en niños de edades tempranas

Revista Científica Retos de la Ciencia ◽

10.53877/rc.5.e.20210915.04 ◽

2021 ◽

Vol 5 (e) ◽

pp. 42-51

Author(s):

Asdrúbal Emilfo Ayala Mendoza ◽

◽

Jenny Maribel Arcos Tasigchana ◽

Keyword(s):

Dialogic Reading ◽

Primary Sources ◽

Academic Quality ◽

Written Text ◽

Complex Skill ◽

The Family ◽

Text Reading ◽

Reading Activity ◽

The Relationship

The action of reading is a complex skill in order to understand the written text. Children tend to present problems when reading, generating difficulties in reading comprehension and affecting their educational performance, the responsibility of stimulating children to read lies with parents, school and society. The objective of this research is to identify those motivational practices towards reading at early ages, exposed by different theoretical references, extracted from updated primary sources, in which positive results are evidenced for the reading habit of children. This research was carried out with a qualitative approach, at a descriptive level, with the documentary bibliographic type, with an analysis of references. The results show that the motivating practices for reading at early ages are those applied by teachers, as well as the imitation of children with parents who have reading habits. Dialogic reading that generates the role of narrator in the child and the use of bibliographic material as a promoter of the relationship between the child and the text. Reading is of vital importance for the promotion of the student's academic quality, magic methods to stimulate reading do not exist and motivating the child properly will have a positive result in his or her intellectual and academic development. The teacher as motivator is the support for the child to assume the reading process; the family is in charge of stimulating reading activity in early childhood; story reading involves children as active readers and writers; the use of library material generates a relationship between the child and the text; and dialogic reading creates an environment of equal reading motivation.

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Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness

First Language ◽

10.1177/0142723717698838 ◽

2017 ◽

Vol 37 (5) ◽

pp. 433-452 ◽

Cited By ~ 17

Author(s):

Frank Niklas ◽

Wolfgang Schneider

Keyword(s):

Phonological Awareness ◽

Intervention Group ◽

Home Literacy Environment ◽

Home Literacy ◽

Dialogic Reading ◽

Literacy Environment ◽

Intensive Intervention ◽

German Children ◽

Reading Session ◽

Intervention Procedure

Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. Parents were offered to participate in one evening meeting and in an individual dialogic reading session. HLE and children’s linguistic competencies were assessed before and twice after the intervention. Families in the complete intervention group did not differ from other families in any of the study variables at the beginning of the study. However, they significantly improved their HLE, and children in these families showed greater development in phonological awareness when compared with the other families. Results indicate that less intensive interventions can have long-lasting effects on HLE and children’s development.

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The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus

Languages ◽

10.3390/languages6020102 ◽

2021 ◽

Vol 6 (2) ◽

pp. 102

Author(s):

Sviatlana Karpava

Keyword(s):

Cognitive Skills ◽

Qualitative Methodology ◽

Home Literacy Environment ◽

Literacy Skills ◽

Home Literacy ◽

Family Type ◽

Literacy Environment ◽

Literacy Experiences ◽

Reading And Writing ◽

The Family

Literacy is a broad term that includes reading and writing abilities, as well as cognitive skills that are socially and culturally constructed. Thus, it is essential to take the family context and home literacy environment (HLE) into consideration when discussing literacy. HLE affects reading and writing development via (in)formal literacy experiences focused on the development of oral language and code skills via exposure, child-centered and instructed activities. In this study, we investigated the effect of the family type (intermarriage/exogamous and co-ethnic/endogamous) and HLE on the development of literacy in bi-/multilingual children in Cyprus. The results of the study, which was based on qualitative methodology (questionnaires, interviews and observations), showed that there was a close relationship between the family type, family language policy (FLP), the HLE and the development of children’s language and literacy skills which, in addition, depended on their socioeconomic status (SES), the level of the parents’ education, life trajectories and experience, linguistic and cultural identities, status in the society, future plans for residency, and the education and careers of their children. Overall, Russian-speaking parents in immigrant contexts realized the importance of (early) child literacy experiences at home, as well as of multiliteracy and multimodality, and attempted to enhance these experiences both in Russian and in the majority language(s), mainly via formal, didactic activities focused on code skills.

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Family factors predicting vocabulary in Turkish as a heritage language

Applied Psycholinguistics ◽

10.1017/s0142716413000544 ◽

2014 ◽

Vol 36 (4) ◽

pp. 875-898 ◽

Cited By ~ 22

Author(s):

JESSICA A. WILLARD ◽

ALEXANDRU AGACHE ◽

JULIA JÄKEL ◽

CHRISTIAN W. GLÜCK ◽

BIRGIT LEYENDECKER

Keyword(s):

Heritage Language ◽

Family Background ◽

Fourth Graders ◽

Home Literacy Environment ◽

Generational Status ◽

Immigrant Parents ◽

Literacy Environment ◽

Path Analyses ◽

The Family ◽

Turkish Language

ABSTRACTMost immigrant parents face the challenge of passing on their heritage language to their children. Family predictors of Turkish heritage language vocabulary are examined for 119 preschoolers and 121 fourth graders in Germany. Path analyses link children's Turkish vocabulary to the family background (parents’ education and generational status), the home literacy environment (HLE), and mothers’ language use. The main findings are (a) the HLE predicts children's Turkish vocabulary, (b) mothers’ use of Turkish with their children predicts children's Turkish vocabulary, and (c) family background is mainly connected to Turkish vocabulary by way of mothers’ use of Turkish. The HLE and being exposed to Turkish are both important for children's heritage vocabulary. Thus, parents can use everyday resources to actively promote their children's Turkish language skills.

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Einfluss kognitiver Merkmale und häuslicher Umgebung auf die Entwicklung numerischer Kompetenzen im Vorschulalter

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie ◽

10.1026/0049-8637/a000099 ◽

2014 ◽

Vol 46 (1) ◽

pp. 24-34 ◽

Cited By ~ 7

Author(s):

Kirsten Schuchardt ◽

Jeanette Piekny ◽

Dietmar Grube ◽

Claudia Mähler

Keyword(s):

Home Literacy Environment ◽

Home Literacy ◽

Sozioökonomischer Status ◽

Literacy Environment ◽

Phonologische Bewusstheit

Das Ziel der längsschnittlich angelegten Studie besteht darin, frühe Einflussfaktoren auf die numerische Entwicklung im Alter von sechs Jahren ausfindig zu machen. Hierzu werden kognitive Faktoren (Intelligenz, Arbeitsgedächtnis, Abruf von Informationen aus dem Langzeitgedächtnis, phonologische Bewusstheit) sowie Merkmale der sozialen Umgebung (sozioökonomischer Status, Migrationshintergrund, Home Numeracy Environment, Home Literacy Environment, mütterliche Selbsteinschätzung in Bezug auf Mathematik) als Prädiktoren für die numerischen Kompetenzen an einer Stichprobe von 132 Fünfjährigen analysiert. Die Ergebnisse legen ein multiples Bedingungsgefüge nahe. Während die Intelligenz und die phonologische Bewusstheit keinen bedeutsamen Beitrag zur Varianzaufklärung leisteten, stellten das visuell-räumliche Arbeitsgedächtnis sowie die Abrufgeschwindigkeit aus dem Langzeitgedächtnis wichtige Einflussfaktoren der frühen numerischen Leistungen dar. Von den Merkmalen der sozialen Umwelt konnten darüber hinaus der sozioökonomische Status und die häusliche numerische Umgebung zusätzlich bis zu 12 % Varianz aufklären. Die Bedeutung der Befunde für die Diagnostik und Intervention bei Risikokindern wird diskutiert.

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