A model for involvement of fathers in literacy development with young at-risk and exceptional children

被引：0
|
作者：
Stile S. [1 ,2 ]
Ortiz R. [1 ]
机构：
[1] Department of Special Education/Communication Disorders, New Mexico State University, Las Cruces, NM
[2] Department of Special Education/Communication Disorders, Box 3SPE, New Mexico State University, Las Cruces
来源：
Early Childhood Education Journal | 1999年 / 26卷 / 4期
关键词：
At-risk children; Children with exceptionalities; Early childhood; Fathers; Literacy development;
D O I：
10.1023/A:1022959521925
中图分类号：
学科分类号：
摘要：
Early involvement in literacy activities can provide many benefits for at-risk and exceptional children and their fathers. These benefits include development of children's reading and writing skills, increased bonding, and positive self-esteem of fathers. Early childhood professionals can foster male involvement by describing benefits, suggesting appropriate activities, materials and expectations, and by providing ongoing feedback. A model for getting fathers involved in literacy activities with their young at risk and exceptional children is described. The four major approaches in this model are early social interaction, reading books, incidental preliteracy activities, and school involvement. © 1999 Human Sciences Press, Inc.
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页码：221 / 224
页数：3
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