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Home -based family literacy practice...

Page, Jim Larkin.

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Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations./
Author:	Page, Jim Larkin.
Description:	178 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.
Contained By:	Dissertation Abstracts International67-08A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227027
ISBN:	9780542785498

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
Page, Jim Larkin.

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations. - 178 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.

Thesis (Ph.D.)--University of North Texas, 2006.

This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.

ISBN: 9780542785498Subjects--Topical Terms:

2122756
Reading instruction.

Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
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245 1 0 $a Home -based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school -based literacy expectations.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2924.
500 $a Advisers: Alexandra Leavell; Leslie Patterson.
502 $a Thesis (Ph.D.)--University of North Texas, 2006.
520 $a This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.
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