A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development.
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ERIC Institute of Education Sciences
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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
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1999
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| _version_ | 1867181876092862464 |
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| author | Baker, Linda Sonnenschein, Susan Serpell, Robert |
| author_facet | Baker, Linda Sonnenschein, Susan Serpell, Robert Baker, Linda Sonnenschein, Susan Serpell, Robert |
| collection | Education Resources Information Center |
| contents | A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development. Baker, Linda Sonnenschein, Susan Serpell, Robert Early Childhood Education Emergent Literacy Interviews Literacy Longitudinal Studies Parent Child Relationship Parents as Teachers Position Papers Predictor Variables Young Children This report details a 5-year study comparing family literacy practices of families from preschool to Grade 3 with recommendations from the position statement of the National Association for the Education of Young Children and the International Reading Association (NAEYC-IRA). Participating were African- and European-American families of children attending Baltimore public schools. At the end of 5 years, the sample totaled about 54 families. Data were collected through yearly parent interviews regarding literacy-related beliefs and practices, periodic observations of parent-child literacy interactions, a week-long parent diary detailing their child's everyday experiences, and yearly testing of children on literacy tasks. Recommendations for parental practices and emerging literacy include: (1) engage in shared book reading; (2) provide frequent and varied oral language experiences; (3) encourage self-initiated print interactions; (4) visit the library regularly; (5) demonstrate the value of literacy in everyday life; (6) promote reading motivation; (7) foster pride and self- efficacy in reading; and (8) communicate with teachers and be involved in school. The report concludes that there is evidence that parents from diverse sociocultural backgrounds do follow the NAEYC-IRA guidelines. However, the report also notes that the guidelines do not give advice for what parents ought not do, for example, using drill and practice to develop reading abilities. Appendices include 9 tables that detail family practices recommended in the NAEYC/IRA Position Statement. (Contains 14 references.) (KB) |
| format | Recurso educativo Open Access |
| id | eric_ED435466 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1999 |
| record_format | eric |
| spellingShingle | A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development. Baker, Linda Sonnenschein, Susan Serpell, Robert Early Childhood Education Emergent Literacy Interviews Literacy Longitudinal Studies Parent Child Relationship Parents as Teachers Position Papers Predictor Variables Young Children A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development. Baker, Linda Sonnenschein, Susan Serpell, Robert Early Childhood Education Emergent Literacy Interviews Literacy Longitudinal Studies Parent Child Relationship Parents as Teachers Position Papers Predictor Variables Young Children This report details a 5-year study comparing family literacy practices of families from preschool to Grade 3 with recommendations from the position statement of the National Association for the Education of Young Children and the International Reading Association (NAEYC-IRA). Participating were African- and European-American families of children attending Baltimore public schools. At the end of 5 years, the sample totaled about 54 families. Data were collected through yearly parent interviews regarding literacy-related beliefs and practices, periodic observations of parent-child literacy interactions, a week-long parent diary detailing their child's everyday experiences, and yearly testing of children on literacy tasks. Recommendations for parental practices and emerging literacy include: (1) engage in shared book reading; (2) provide frequent and varied oral language experiences; (3) encourage self-initiated print interactions; (4) visit the library regularly; (5) demonstrate the value of literacy in everyday life; (6) promote reading motivation; (7) foster pride and self- efficacy in reading; and (8) communicate with teachers and be involved in school. The report concludes that there is evidence that parents from diverse sociocultural backgrounds do follow the NAEYC-IRA guidelines. However, the report also notes that the guidelines do not give advice for what parents ought not do, for example, using drill and practice to develop reading abilities. Appendices include 9 tables that detail family practices recommended in the NAEYC/IRA Position Statement. (Contains 14 references.) (KB) |
| title | A Five-Year Comparison of Actual and Recommended Parental Practices for Promoting Children's Literacy Development. |
| topic | Early Childhood Education Emergent Literacy Interviews Literacy Longitudinal Studies Parent Child Relationship Parents as Teachers Position Papers Predictor Variables Young Children |
| url | https://eric.ed.gov/?id=ED435466 |