A longitudinal study of children's early literacy experiences at home and later literacy development at home and school
作者:
Jo Weinberger,
期刊:
Journal of Research in Reading
(WILEY Available online 1996)
卷期:
Volume 19,
issue 1
页码: 14-24
ISSN:0141-0423
年代: 1996
DOI:10.1111/j.1467-9817.1996.tb00083.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
ABSTRACTStudies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy developmen
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