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Home literacy activities as means of...

Shaw, Deborah.

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Home literacy activities as means of parental support for children's reading development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Home literacy activities as means of parental support for children's reading development./
Author:	Shaw, Deborah.
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 7190.
Contained By:	Dissertation Abstracts International69-01B.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR36126
ISBN:	9780494361269

Home literacy activities as means of parental support for children's reading development.
Shaw, Deborah.

Home literacy activities as means of parental support for children's reading development. - 162 p.

Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 7190.

Thesis (Ph.D.)--University of Guelph (Canada), 2008.

Parents of young children, both typically developing and struggling readers, participated in open-ended interviews longitudinally and completed a retrospective questionnaire to determine the range of activities that they provide to assist their children's reading development from the preschool period through to grade two. Open ended interview data indicated that parents provide a greater breath of activities directed at assisting children's reading development than previously reported. A home literacy activity survey was generated from interview responses. The survey activities were divided into two conceptually similar clusters: instructional literacy activities and everyday literacy activities in which learning may occur incidentally. Interview and survey data converged to indicate that parents continue to provide literacy activities to their children to support their reading development from the preschool period through to grade two, but that the frequency and nature of literacy activities changes across time. Kindergarten entry was a transition point where home literacy activities increased significantly. For typically developing readers, frequency of instructional literacy activities increased significantly from preschool to kindergarten, after which the frequency was stable. In contrast, frequency of everyday literacy activities increased significantly across the years. Frequency of instructional activities was greater than everyday activities in preschool and kindergarten, but in grade two, instructional activities occurred less frequency than did everyday activities. Parents were found to responsive to their children's characteristics as child reading skill was a unique predictor of variance in frequency of instructional literacy activities but not in frequency of everyday literacy activities. Parents responded to struggling readers by providing instructional activities that specifically taught literacy skills (e.g., letter knowledge, word reading, writing) rather than providing more frequency everyday literacy activities in which learning may occur incidentally (e.g., reading signs, playing games). By grade two, poor readers engaged in significantly more instructional literacy activities than did typically developing readers. Results suggest that parents' provision of instructional literacy activities is influenced by children's reading skills. Parents of poor readers appear to deliberately attempt to shore up areas of weakness by increasing the rate of provision of instructional activities that teach basic literacy skills (e.g., teaching letter knowledge, word reading).

ISBN: 9780494361269Subjects--Topical Terms:

516948
Developmental psychology.

Home literacy activities as means of parental support for children's reading development.
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500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 7190.
502 $a Thesis (Ph.D.)--University of Guelph (Canada), 2008.
520 $a Parents of young children, both typically developing and struggling readers, participated in open-ended interviews longitudinally and completed a retrospective questionnaire to determine the range of activities that they provide to assist their children's reading development from the preschool period through to grade two. Open ended interview data indicated that parents provide a greater breath of activities directed at assisting children's reading development than previously reported. A home literacy activity survey was generated from interview responses. The survey activities were divided into two conceptually similar clusters: instructional literacy activities and everyday literacy activities in which learning may occur incidentally. Interview and survey data converged to indicate that parents continue to provide literacy activities to their children to support their reading development from the preschool period through to grade two, but that the frequency and nature of literacy activities changes across time. Kindergarten entry was a transition point where home literacy activities increased significantly. For typically developing readers, frequency of instructional literacy activities increased significantly from preschool to kindergarten, after which the frequency was stable. In contrast, frequency of everyday literacy activities increased significantly across the years. Frequency of instructional activities was greater than everyday activities in preschool and kindergarten, but in grade two, instructional activities occurred less frequency than did everyday activities. Parents were found to responsive to their children's characteristics as child reading skill was a unique predictor of variance in frequency of instructional literacy activities but not in frequency of everyday literacy activities. Parents responded to struggling readers by providing instructional activities that specifically taught literacy skills (e.g., letter knowledge, word reading, writing) rather than providing more frequency everyday literacy activities in which learning may occur incidentally (e.g., reading signs, playing games). By grade two, poor readers engaged in significantly more instructional literacy activities than did typically developing readers. Results suggest that parents' provision of instructional literacy activities is influenced by children's reading skills. Parents of poor readers appear to deliberately attempt to shore up areas of weakness by increasing the rate of provision of instructional activities that teach basic literacy skills (e.g., teaching letter knowledge, word reading).
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