Literaturnachweis - Detailanzeige
| Autor/inn/en | Rahn, Naomi L.; Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan O.; Collier, Terri; Cook, Ami; Cottrill, Shannon; Hicks, Kelly; McNeil, Kimary; Miltenberger, Margaret; Roberts, David; Toppe, Mollie; Sears, Lesley; Trivette, Carol |
|---|---|
| Titel | Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 3, S.152-161 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rahn, Naomi L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705231185083 |
| Schlagwörter | Family Environment; Emergent Literacy; Preschool Children; Disabilities; Individualized Education Programs; Students with Disabilities; Parenting Styles; Parent Attitudes; Reading Habits; Writing (Composition); Interpersonal Communication; Rural Areas; Family Literacy Familienmilieu; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Elternverhalten; Reading habit; Lesegewohnheit; Schreibübung; Interpersonale Kommunikation; Rural area; Ländlicher Raum |
| Abstract | A variety of systemic inequities place young children from Appalachian communities in the United States at greater risk for poor academic outcomes than children in other parts of the country. Young children with disabilities are at increased risk for poor academic outcomes because of similar inequities and their need for more intensive learning opportunities. The purpose of this study was to examine associations between early literacy skills and home literacy environment of Appalachian preschool children with disabilities. We completed an online literacy screening tool with 57 children between 3 and 6 years of age who had an Individualized Education Program. Parents completed a questionnaire measuring home literacy environment (parenting beliefs and practices). Children's scores on the screening tool were not associated with parent reading beliefs but were associated with modeling writing and communication. Neither parent beliefs nor practices were predictive of children's literacy screening scores. Implications for research and practice are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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