A Review of Parent Interventions for Preschool Children's Language and Emergent Literacy

Autor/inn/en	Reese, Elaine; Sparks, Alison; Leyva, Diana
Titel	A Review of Parent Interventions for Preschool Children's Language and Emergent Literacy
Quelle	In: Journal of Early Childhood Literacy, 10 (2010) 1, S.97-117 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798409356987
Schlagwörter	Preschool Children; Parents; Emergent Literacy; Language Skills; Literacy Education; Language Acquisition; Parent Role; Literature Reviews; Childrens Literature; Reading Aloud to Others; Parent Child Relationship; Parents as Teachers + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Frühleseunterricht; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Parental role; Elternrolle; 'Children''s literature'; Kinderliteratur; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	It is well known that children's language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individual interactions necessary to boost children's language skills. Given that parents are their children's first teachers, it is imperative to consider how parents can help improve their children's language and emergent literacy development prior to formal schooling. This article reviews parent-training studies of children's language and literacy in three contexts: parent-child book-reading; parent-child conversations; and parent-child writing. Parent training in each of these contexts has the capacity to improve children's language and literacy, with the effects being specific to the targeted skill. All three contexts are potentially valuable sites for training parents to help their children's language and literacy. In conclusion, parents are an undertapped resource for improving children's language and literacy. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10