Beyond Activities: Engaging Families in Preschoolers' Language and Literacy Development. CYFS Working Paper No. 2012-7

Autor/inn/en	Sjuts, Tara M.; Clarke, Brandy L.; Sheridan, Susan M.; Rispoli, Kristin M.; Ransom, Kelly A.
Institution	University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Titel	Beyond Activities: Engaging Families in Preschoolers' Language and Literacy Development. CYFS Working Paper No. 2012-7
Quelle	(2012), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Response to Intervention; Reading Difficulties; Emergent Literacy; Preschool Children; Beginning Reading; Models; Parents; Parent Participation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erstleseunterricht; Analogiemodell; Eltern; Elternmitwirkung; Messdaten
Abstract	Given the compounding nature of early reading problems, early intervention is critical for preschoolers at risk for reading difficulties. When parents are meaningfully engaged in children's learning, significant gains in social-emotional, behavioral, language, and cognitive skills result. As defined in this paper, parent engagement entails parental practices that support early language and literacy skills. Integrated, systemic interventions across home and school are needed to promote early literacy development. Response to Intervention (RtI) models demonstrate improved reading-related outcomes for elementary children; however, few tiered early literacy preschool models have been studied. Furthermore, tiered models that join families and schools in an integrated, comprehensive approach are lacking. Descriptive and illustrative data from an RtI model focused on early literacy are presented to assess the potential added contribution of innovative tiered family engagement strategies. Data derived from multiple sources suggest that the family engagement approach developed for this RtI model holds promise for promoting children's language and literacy skills and is feasible to implement in preschool settings. Lessons learned through the development process revealed: (1) The family engagement strategies were more feasible and effective for teachers to implement when applied using an intentional and individualized approach; and (2) When focused on the approach to engaging families, rather than simply providing activities, families appeared to be more engaged and children's scores improved. [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.] (ERIC).
Anmerkungen	Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site: http://www.cyfs.unl.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10