Parenting Practices Focusing on Literacy: A Study of Cultural Capital of Kindergarten and First-Grade Students from Low-Income Families

Autor/inn/en	Bojczyk, Kathryn E.; Haverback, Heather Rogers; Pae, Hye K.; Hairston, Marcy; Haring, Christa D.
Titel	Parenting Practices Focusing on Literacy: A Study of Cultural Capital of Kindergarten and First-Grade Students from Low-Income Families
Quelle	In: Early Child Development and Care, 189 (2019) 3, S.500-512 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1328416
Schlagwörter	Parenting Styles; Child Rearing; Emergent Literacy; Cultural Capital; Kindergarten; Grade 1; Young Children; Family Environment; Socioeconomic Status; At Risk Students; Reading Skills; Urban Schools; Vocabulary Development; Achievement Gap; Learning Activities; Common Core State Standards; Parent Teacher Cooperation; Elementary School Teachers; Reading Aloud to Others; Family School Relationship; Intervention; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Kaufman Brief Intelligence Test; Learning Style Inventory + Suchen Sie Ihr Suchwort? Kindererziehung; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Reading skill; Lesefertigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Wortschatzarbeit; Lernaktivität; Common core curriculum; Curriculum; Kerncurriculum; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to examine the relations between parents' home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the Stonybrook Family Reading Survey, and children completed the Peabody Picture Vocabulary Test, 4th edition, Expressive Vocabulary Test, 2nd edition, and Woodcock Reading Mastery Test. Results revealed that children with greater social capital in the form of more frequent home literacy activities demonstrated higher expressive and receptive vocabulary skills. These findings have implications for researchers, educators, and parents including the suggestion that school-based interventions should assess home literacy environment at the baseline to inform the design of instructional activities and to inform teachers on ways to enhance the home-school connection. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01