The role of family literacy environments in promoting young children's emerging literacy skills

By P. Britto, Jeanne Brooks-Gunn. 2001

123 citations recorded by the source corpus.

EDITORS' NOTES (Pia Rebello Britto, Jeanne Brooks--Gunn). 1. Emergent Literacy Is Emerging Knowledge of Written, Not Oral, Language (Victoria Purcell--Gates). Children's knowledge of the development of written, as opposed to oral, language is central to the concept of emergent literacy. 2. Parent--Child Interaction in Three Conversational Contexts: Variations in Style and Strategy (Catherine Crain--Thoreson, Michael P. Dahlin, Terris A. Powell). The associations between parent language complexity and conversational style and child language use are examined across three contexts--storybook reading, free play with toys, and joint remembering of an event. 3. Storybook Reading and Parent Teaching: Links to Language and Literacy Development (Monique Senechal, Jo--Anne LeFevre). In this chapter the strong links between shared book reading and children's vocabulary are demonstrated, and parent's storybook reading is contrasted with their teaching of literacy to determine the respective influence of each activity on children's emerging literacy skills. 4. The Role of Family and Home in the Literacy Development of Children from Low--Income Backgrounds (Stacey A. Storch, Grover J. Whitehurst). The longitudinal effect of home influences on a range of children's emerging literacy skills is examined in a sample of low--income preschool-- and elementary school--age children. 5. Beyond Shared Book Reading: Dimensions of Home Literacy and Low--Income African American Preschoolers' Skills (Pia Rebello Britto, Jeanne Brooks--Gunn). In this chapter family literacy environments and their association with young children's emerging literacy skills are examined from a multi--dimensional perspective. 6. Concluding Comments (Pia Rebello Britto, Jeanne Brooks--Gunn). New directions in the understanding of family literacy environments and children's emerging literacy are discussed. Also presented are implications of these new directions for research and practice. INDEX.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b5a9bb13ac34c09e03d7dd4939ae700db7462f8f

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In Developmental and Educational Psychology

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Citations in the corpus

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, background): “It would appear that the most successful trainings encourage children to be active participants in the book-reading process (Whitehurst et al., 1994; Whitehurst & Lonigan, 1998) as well as encourage parents to actively teach children about literacy (Sénéchal & LeFevre, 2001).”
An Exploration of Cultural Identity Patterns and the Family Context among Arab Muslim Young Adults in America (2007, background): “The family is not only central to Arab culture and the Islamic faith, but it is in general an important context for development (Britto & Brooks-Gunn, 2001 ; Bronfrenbrenner & Morris, 1998 ) and for immigrants the family is given even more worth (Booth, Crouter, & Lansdale, 1997 ).”
Transfer between Picture Books and the Real World by Very Young Children (2008, background): “Early experience with picture books is also related to emergent literacy (Adams, 1990; Bialystok, 1995; Justice & Ezell, 2000; Mason, 1980; Sénéchal & LeFevre, 2001; Sulzby, 1985; Teale & Sulzby, 1986; Whitehurst & Lonigan, 1998), as well as oral and written skills (e.g., Bus, van IJzendoorn, &…”
Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children (2006, background): “Early childhood researchers have documented the integrated nature of early skill development, particularly with respect to the multitude of skills necessary to develop competent reading abilities (Storch & Whitehurst, 2001; Whitehurst & Lonigan, 1998).”
Intervention to Change Parent-Child Reading Style: A Comparison of Instructional Methods. (2005, background): “Labeling novel words during shared reading can increase both expressive and receptive vocabulary (Senechal, 1997; Senechal & LeFevre, 2001 ), and repeated reading of the same story provides important lessons in narrative structure (Senechal & LeFevre, 2001).”
Learning literacy skills at home: Parent teaching, expectations, and child interest. (2012, background): “Several studies have shown that parent expectations for their childs success in reading are related to childrens reading in Grade 1 (Hess, Holloway, Price, & Dickson, 1982; Storch & Whitehurst, 2001).”
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds (2008, unknown): “…on children’s early literacy skills in several domains including oral language, letter knowledge, reading ability, and comprehension (e.g., Christian, Morrison, & Bryant, 1998; Cunningham & Stanovich, 1993; Frijters, Barron, & Brunello, 2000; Storch & Whitehurst, 2001; van Steensel, 2006).”
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2006, result): “This finding is consistent with those of Foy and Mann (2003), Sénéchal and LeFevre (2001), and Sénéchal et al. (1998).”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “…conceptual measures of oral language as measured in the providing Definitions task could be statistically separated from those in the Phonological awareness task, and that phonological awareness correlates better with code-related measures (Storch & Whitehurst, 2001; Whitehurst & Lonigan, 1998).”