Article

Children’s acquisition of early literacy skills: examining family contributions

Department of Psychology and Human Development, Vanderbilt University, Box 512 Peabody, Nashville, TN 37203, USA; Cooperative Extension University of Nevada, Reno, Mail Stop 140, Reno, NV 89557, USA; Department of Human Development and Family Studies, University of Nevada, Reno, Mail Stop 140, Reno, NV 89557, USA
Early Childhood Research Quarterly (Impact Factor: 1.67). 01/2002; DOI: 10.1016/S0885-2006(02)00166-7

ABSTRACT A study of 143 families and their preschool-age children was undertaken to examine the relationship between the family environment and children’s language and literacy skills. This research was guided by three models hypothesized by Snow, Barnes, Chandler, Goodman, and Hemphill (1991) to explain the family’s contribution to children’s acquisition of language and literacy. The three theoretical models examined in this study were: Family as Educator, Resilient Family, and Parent–Child Care Partnership. Confirmatory factor analysis (CFA) and structural equation modeling were used to estimate latent constructs and structural models, respectively. Results showed that only the Family as Educator model was significantly related to child language and literacy outcomes (i.e., book-related knowledge, receptive language skills, and expressive language skills). Implications for future researchers and educational practice are discussed.

0 Bookmarks
 · 
75 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: In most of the world's societies and cultures, the biological mother and father bear primary re-sponsibility to care for their child's needs and to guide him or her through the process of entry in-to society [1]. The parent serves, for the most part, as the significant figure with the greatest amount of influence over the child's life. Through his parent, the child learns the skills necessary to experience the world and function in it, whether the skills are in relation to survival needs such as eating, washing and mobility or developmental and social needs such as forming social rela-tionships and developing the capacity to think and learn through play and supervision [2]. Thus the parent plays a critical but complex role in the development of his or her child, a role that re-quires development of a wide range of new behavioral, communicational, cognitive and emotional skills and capabilities in order to understand and cope with the challenges of child-rearing. Simi-larly, parenting styles and characteristics are influenced by a number of variables: The parent, the child, the interaction between them, and environmental variables such as culture, socio-economic status, and the existing family unit [2]. When children who suffer from behavioral difficulties do not receive the parental care they need, there is reasonable cause for concern that difficulties will develop in adulthood in a range of life areas that will have an impact on their lives and well-being and on their ability to adapt to society and contribute to it [3]. Accordingly, over the past 50 years parent-training programs have been developed to strengthen parents through learning and pro-viding tools of experience and developmental knowledge, for the purpose of promoting the child's sense of wellbeing and quality of life [2] [4]. Objective: The purpose of this review is to provide an overview of evidence-based interventions for parents of young children (0 -6), programs that are currently active in Israel and in the world, and to explicate the significant characteristics common to them that contribute to their effectiveness and success.
    08/2014; 4(4):185-207.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Reading avidness is recognized as one of the predictors for academic achievement and as motivators for adult to be a life-long learner. The fact is that the number of avid readers is dwindling, and a recent survey showed that Malaysians read an average of two books per year. Thus, the focus of this research is to identify the factors that first led to students’ interest in reading and then to sustain this interest. The case study uses observations, interviews and documentary analyses method to collect data from seven 15-year-old Malaysian teenagers selected based on their reading avidness and various backgrounds. Through the course of this research, it was recognized that a key factor for reading ability stems from the home and choice of early childhood education. On the other hand, although parents do encourage and sustain interest in reading, the greater force seems to be from peers with similar interest. Like other facets of a teenager’s life, peer influence or as in this case positive peer influence, can be a key to unlock the dilemma of ‘reading reluctance’.
    The Asia-Pacific Education Researcher 11/2013; · 0.96 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this study was to use prospective data from the Avon Longitudinal Study of Parents and Children (ALSPAC) to examine the differences in literacy skills in children who later completed the psychotic like symptoms (PLIKS) interview at 12years of age. We further examined the association between literacy skills over time in relation to the likelihood of reporting psychotic experiences (PEs). This study examined data from n=6790 children from the ALSPAC cohort who participated in the PLIKS semi-structured interview. Literacy skills such as spelling, basic real and non-real word reading, and reading skills and comprehension were assessed by an ALSPAC spelling task, Wechsler Objective Reading Dimension, and the revised Neale Analysis of Reading Ability (NARA II) respectively. Relative to the group unaffected by PEs, we found a lower performance in all measurements of child literacy skills in those with suspected or definite PEs. The majority of these differences persisted after adjusting for a range of covariates. In addition, both a consistently low pattern of performance and a decline were associated with suspected or definite PEs. Implications for preventative intervention models focussed on children at risk of developing psychotic disorders are discussed within the context of speech and language development.
    Schizophrenia Research 02/2013; · 4.59 Impact Factor