A FAMILY LITERACY INTERVENTION TO SUPPORT PARENTS IN CHILDREN'S EARLY LITERACY LEARNING

被引：13
|
作者：
Steiner, Lilly M. [1 ]
机构：
[1] Monmouth Univ, Dept Speech Pathol Educ Counseling & Leadership, West Long Branch, NJ USA
来源：
READING PSYCHOLOGY | 2014年 / 35卷 / 08期
关键词：
D O I：
10.1080/02702711.2013.801215
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
引用
收藏
页码：703 / 735
页数：33
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