Home Environment and Family Resources to Support Literacy Interaction: Examples from Families of Children with Disabilities
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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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2009
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| _version_ | 1867181897036070912 |
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| author | Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra |
| author_facet | Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra |
| collection | Education Resources Information Center |
| contents | Home Environment and Family Resources to Support Literacy Interaction: Examples from Families of Children with Disabilities Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra Family Environment Family Life Context Effect Emergent Literacy Disabilities Young Children Community Influence Cultural Influences Incidence Early Reading Parent Child Relationship Interior Space Reading Achievement Research Findings: Research on early literacy development within the family focuses primarily on parent-child interactions as they use literacy materials, typically books. However, features of the home environment and organization of family life, which provide the framework within which these interactions occur, are rarely investigated. These variables include space; time; family members' roles, responsibilities, and relationships; whether literacy activities are routines; and influences of community and culture. In this exploratory study, these physical, social, and symbolic resources of the family environment were measured using a home tour, photographs, book-reading observation, and an interview during two visits to six families who had children with mild to moderate disabilities. The data generated by these methods were then used to complete a summary measure, the Home Literacy Resource Checklist, for each family. The results indicated that the families who had previously reported reading to their child 1 to 3 times per week differed from those who had reported reading daily in resources such as help from people outside of the immediate family, existence of book-reading routines, a predictable daily schedule, use of the library, and presence of literacy materials. Practice or Policy: Further development of these measures and their use with a larger and more diverse sample are warranted so that practical knowledge about home and family life can contribute to interventions designed to improve the quantity and quality of family book reading. (Contains 2 figures, 3 tables and 3 footnotes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ857255 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2009 |
| record_format | eric |
| spellingShingle | Home Environment and Family Resources to Support Literacy Interaction: Examples from Families of Children with Disabilities Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra Family Environment Family Life Context Effect Emergent Literacy Disabilities Young Children Community Influence Cultural Influences Incidence Early Reading Parent Child Relationship Interior Space Reading Achievement Home Environment and Family Resources to Support Literacy Interaction: Examples from Families of Children with Disabilities Dolezal-Sams, Juli M. Nordquist, Vey M. Twardosz, Sandra Family Environment Family Life Context Effect Emergent Literacy Disabilities Young Children Community Influence Cultural Influences Incidence Early Reading Parent Child Relationship Interior Space Reading Achievement Research Findings: Research on early literacy development within the family focuses primarily on parent-child interactions as they use literacy materials, typically books. However, features of the home environment and organization of family life, which provide the framework within which these interactions occur, are rarely investigated. These variables include space; time; family members' roles, responsibilities, and relationships; whether literacy activities are routines; and influences of community and culture. In this exploratory study, these physical, social, and symbolic resources of the family environment were measured using a home tour, photographs, book-reading observation, and an interview during two visits to six families who had children with mild to moderate disabilities. The data generated by these methods were then used to complete a summary measure, the Home Literacy Resource Checklist, for each family. The results indicated that the families who had previously reported reading to their child 1 to 3 times per week differed from those who had reported reading daily in resources such as help from people outside of the immediate family, existence of book-reading routines, a predictable daily schedule, use of the library, and presence of literacy materials. Practice or Policy: Further development of these measures and their use with a larger and more diverse sample are warranted so that practical knowledge about home and family life can contribute to interventions designed to improve the quantity and quality of family book reading. (Contains 2 figures, 3 tables and 3 footnotes.) |
| title | Home Environment and Family Resources to Support Literacy Interaction: Examples from Families of Children with Disabilities |
| topic | Family Environment Family Life Context Effect Emergent Literacy Disabilities Young Children Community Influence Cultural Influences Incidence Early Reading Parent Child Relationship Interior Space Reading Achievement |
| url | https://eric.ed.gov/?id=EJ857255 |