Literaturnachweis - Detailanzeige
Autor/in | Steiner, Lilly M. |
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Titel | A Family Literacy Intervention to Support Parents in Children's Early Literacy Learning |
Quelle | In: Reading Psychology, 35 (2014) 8, S.703-735 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2013.801215 |
Schlagwörter | Family Literacy; Intervention; Grade 1; Elementary School Students; Student Diversity; Experimental Groups; Control Groups; Parents; Elementary School Teachers; Family School Relationship; Family Involvement; Teaching Methods; Reading Instruction; Literacy Education; Data Analysis; Program Effectiveness; Childrens Literature; Story Reading; Reading Strategies; Parent Participation; Teacher Role; Poverty; Urban Schools School year 01; 1. Schuljahr; Schuljahr 01; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Auswertung; 'Children''s literature'; Kinderliteratur; Reading strategy; Leselernstufe; Lesetechnik; Elternmitwirkung; Lehrerrolle; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | This study examines a family literacy intervention conducted in two first-grade classrooms with culturally diverse student populations. In the treatment and control classrooms, six parents and a classroom teacher learned practices for building home-school partnerships. Data were analyzed to determine changes in home-literacy practices, increases in parents' knowledge literacy instruction, and changes in children's literacy achievement. Data analyses demonstrated that participating parents showed significantly greater usage of effective storybook reading strategies before and after reading. Parental and teacher participation resulted in statistically significant differences in students' scores on the Concepts of Print assessment, compared to students in the control classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |