Home Literacy Activities: Accounting for Differences in Early Grade Literacy Outcomes in Low-Income Families in Zambia

Autor/in	Chansa-Kabali, Tamara
Titel	Home Literacy Activities: Accounting for Differences in Early Grade Literacy Outcomes in Low-Income Families in Zambia
Quelle	In: South African Journal of Childhood Education, 7 (2017) 1, Artikel 523 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chansa-Kabali, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Family Literacy; Emergent Literacy; Low Income; Outcomes of Education; Mathematics Tests; Spelling; Vocabulary Development; Foreign Countries; Parent Background; Educational Attainment; Grade 1; Elementary School Students; Language Tests; Alphabets; Literacy Education; Teaching Methods; Parent Participation; Culturally Relevant Education; Zambia + Suchen Sie Ihr Suchwort? Frühleseunterricht; Niedriglohn; Lernleistung; Schulerfolg; Schreibweise; Wortschatzarbeit; Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; School year 01; 1. Schuljahr; Schuljahr 01; Language test; Sprachtest; Buchstabenschrift; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Sambia
Abstract	Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data--parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children's early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents' greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01