Strong Conceptual Knowledge Developed through Home Reading Experiences Prior to School

Autor/in	Raban, Bridie
Titel	Strong Conceptual Knowledge Developed through Home Reading Experiences Prior to School
Quelle	In: Journal of Early Childhood Research, 20 (2022) 3, S.357-369 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raban, Bridie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221083413
Schlagwörter	Early Reading; Parent Participation; Reading Aloud to Others; Reading Skills; Family Characteristics; Socioeconomic Status; Reading Interests; Child Development; Preschool Children + Suchen Sie Ihr Suchwort? Frühlesen; Elternmitwirkung; Reading skill; Lesefertigkeit; Socio-economic status; Sozioökonomischer Status; Leseinteresse; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Studies of early reading in the home indicate the relevance of these experiences for young children's later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordings were reviewed for instances of reading experiences. In addition, parent interviews reported activities with their children, including those not captured on the audio/tape-recordings and others that took place across different days not recorded. Strong relationships were found between measures of family interest in reading and their children's reading development when they started school. It was also found that Socioeconomic Status (SES) of family background did not necessarily determine these children's reading development. Those children who had the opportunity to form successful understandings about reading from their home experiences, arrived at school with strong conceptual frameworks that supported their continuing reading development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01