Children’s acquisition of early literacy skills: examining family contributions
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.
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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 . 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 . 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 . 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 . 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  . 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.
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ABSTRACT: To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.Journal of Research in Reading 06/2013; · 1.25 Impact Factor
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ABSTRACT: The purpose of this study was to assess changes in children’s language skills and parenting stress following participation in the Parent–Child Mother Goose Program (PCMGP). The intervention group consisted of 29 parents (age range 24 to 43 years, M = 33.5, SD = 4.1) and 30 children (18 females and 12 males) with ages ranging from 1 to 46 months (M = 14.2, SD = 13.0), who were participating in the PCMGP. The comparison group consisted of 22 parents (age range 28 to 43 years, M = 34.5, SD = 3.7) and 25 children (14 females and 11 males) with ages ranging from 5 to 37 months (M = 18.2, SD = 10.7), who were participating in community playgroups. Children’s scores on receptive and expressive language using the Preschool Language Scale-3, and parenting stress scores using three subscales of the Parenting Stress Index were obtained at the beginning of the research (pre-test) and again 15 weeks later (post-test). Results revealed that the PCMGP children showed greater improvement in language skills, especially their expressive communication skills. The parents participating in the PCMGP also reported a more positive impact on their perceptions of their child’s demandingness compared to the comparison playgroup parents. This study highlights the potential effectiveness of the PCMGP as an early intervention program in relation to aspects of both receptive and expressive language and parental stress, and adds to the limited existing literature evaluating this program.Journal of Early Childhood Research 02/2013; 11(1):16-26.